Lead Practitioner in Adult Care Level 4

The Lead Practitioner in Adult Care will guide and inspire team members or colleagues to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will have achieved a level of self-development to be recognised as a lead practitioner within the care team, contributing to, promoting and sustaining a values-based culture at an operational level.

Course Materials: Lead Practitioner in Adult Care Level 4 Overview

Duration: 16-19 months Course Fee Information

Overview

A Lead Practitioner has achieved a greater depth of knowledge and expertise of particular conditions being experienced by the user of services. They will have specialist skills and knowledge in their area of responsibilities which will allow them to lead in areas such as care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology. They may be a coach and mentor to others, or have a role in assessing performance and quality of care deliver.

This is a great opportunity to achieve self-development and to be recognised as a lead practitioner within the care team, who contributes to, promotes and sustains a values-based culture at an operational level.

To successfully achieve this qualification you will guide and inspire teams to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. As a Lead Practitioner you will have a greater depth of knowledge and expertise of particular conditions being experienced by the service users.

Duration:	16-19 months
Standard and Level:	Lead Practitioner in Adult Care Level 4 Standard and Level 4 Diploma in Adult Care
Entry requirements:	Candidates should already be working as a Lead Practitioner within a care team. Candidates will have specialist knowledge in their area of responsibility, which will allow them to lead in areas such as; care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology. 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.

Statutory frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of services
Theories underpinning own practice and competence relevant to the job role
Principles of assessment and outcome based practice
Principles of risk management
How to contribute to, promote and maintain a culture which ensures dignity is at the centre of practice
Effective communication and solutions to overcoming barriers
Legal and ethical frameworks in relation to confidentiality and sharing information
Range of technologies to enhance communication
Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements
Models of monitoring, reporting and responding to changes in health and wellbeing
Range of holistic solutions to promote and maintain health and wellbeing using person centred approaches
Importance of effective partnerships, inter-agency, joint and integrated working
Goals and aspirations that support own professional development and how to access available opportunities

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.

Apply professional judgement, standards and codes of practice relevant to the role
Develop and sustain professional relationships with others
Identify and access specialist help required to carry out role
Lead the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments
Mentor colleagues to encourage individuals to actively participate in the way their care and support is delivered
Contribute to the implementation of processes to implement and review support plans
Provide leadership for others for whom they are responsible or mentoring to
others
Apply risk management policies
Contribute to the quality assurance of the service provided
Implement a culture that actively promotes dignity and respects diversity and inclusion
Model high levels of empathy, understanding and compassion
Model effective communication skills
Identify and address barriers to communication using appropriate resources
Apply organisational processes to record, maintain, store and share information
Provide meaningful information to support people to make informed choices
Apply and support others to adhere to safeguarding procedures
Work in partnership with external agencies to respond to safeguarding concerns
Apply person centred approaches to promote health and wellbeing
Collaborate with external partners to achieve best outcomes in health and wellbeing
Evaluate own practice and access identified development opportunities
Evaluate the effectiveness of own leadership, mentoring and supervision skills and take steps to enhance performance
Value individuals to develop effective teams in order to achieve best outcomes
Contribute to the development of an effective learning culture
Lead robust, values-based recruitment and selection processes
Contribute to the induction process by developing the knowledge of individuals within their role
Lead or support others in professional development through personal
development plans, supervision, reflective practice, research, evidence based
practice and access to learning and development opportunities

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 Practitioner in Adult Care End Point Assessment consists of:

Observation of practice
A portfolio of evidence to support a professional discussion

Thanks to this training, I feel confident in my ability to provide high-quality care to adults

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.

Enquire Today!

Please send us your details by completing this short form below and our Business Development team will be in touch to answer any questions and advise you of the next steps.