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Lead practitioners will be employed within a role, working towards, being developed or on a placement that allow for the opportunities for:
| 1. Full Cost £7,000 or 5% contribution 2. Enhanced Disclosure and Barring check 3. Duration 18 – 21 months 4. Care Certificate 5. Functional Skills English at Level 2 or equivalent
6. Functional Skills Mathematics at Level 2 or equivalent
| 7. Level 4 Adult Care Diploma 8. Gateway
9. End Point Assessment (EPA)
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Lead Practitioners will develop substantial knowledge and expertise of those who use their services, alongside specialist skills and knowledge in their area of responsibilities allowing practitioners to lead in these areas. Practitioners will develop an enhanced understanding and practice within statutory frameworks, standards, codes of conduct, legislation, holistic solutions, models of best practice alongside, coaching and mentoring of colleagues through assessments and performance monitoring. Ensuring high quality service delivery from colleagues who are capable and confident in their roles that will inspire and make positive differences to those who use services and services provision.
Lead Practitioners will develop wider skills that enhance confidence, resilience, capability, coping strategies and competence to ensure effective and sustained employment prospects and progression opportunities.
Delivery will be based on a mix of blended learning for the practical elements which include:
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Lead practitioners will achieve the full requirements of the Level 4 Diploma in Adult Care. Lead Practitioners must achieve 70 credits of which 37 are mandatory the remaining 33 credits to be chosen from optional units based within workplace roles and opportunities.
| Option | Unit title, maximum 6 knowledge type units | Credit | Type* |
| Mandatory | Advanced Communication Skills in Adult Care | 4 | Competence |
| Mandatory | Personal and Professional Development in Care Settings | 4 | Competence |
| Mandatory | Equality and Diversity in Care Settings | 3 | Competence |
| Mandatory | Understand Safeguarding and Protection in Care Settings | 2 | Knowledge |
| Mandatory | Person-centred Assessment and Planning to Improve Individual Outcomes | 5 | Competence |
| Mandatory | Understanding Personalisation in Care and Support Services | 4 | Knowledge |
| Mandatory | Health and Safety in Care Settings | 3 | Competence |
| Mandatory | Professional Practice in Adult Care | 3 | Competence |
| Mandatory | Develop, Maintain and Use Records and Reports | 3 | Competence |
| Mandatory | Partnership Working in Care Settings | 4 | Competence |
| Mandatory | Safeguard Children and Young People Who Are Present in Care Settings | 2 | Competence |
| Optional | Understanding the Process and Experience of Dementia | 3 | Knowledge |
| Optional | The Role of Communication and Interactions with Individuals Who Have Dementia | 3 | Knowledge |
| Optional | Awareness of Diabetes | 6 | Knowledge |
| Optional | Understand Parkinson’s for Care Staff | 2 | Knowledge |
| Optional | Understanding Public Funding for Individual Adult Care Needs | 4 | Knowledge |
| Optional | Understand Supporting Individuals with Autistic Spectrum Conditions | 3 | Knowledge |
| Optional | Understanding Sensory Loss | 3 | Knowledge |
| Optional | Understanding the Impact of Acquired Brain Injury on Individuals | 3 | Knowledge |
| Optional | Understanding Stroke Care Management | 4 | Knowledge |
| Optional | Understand the Mental Capacity Act 2005 | 4 | Knowledge |
| Optional | Understand Mental wellbeing and mental health promotion | 3 | Knowledge |
| Optional | Understand Mental Ill Health | 3 | Knowledge |
| Optional | Understanding Professional Supervision | 3 | Knowledge |
| Optional | Principles of Management and Leadership | 7 | Knowledge |
| Optional | Understanding How to Manage a Team | 5 | Knowledge |
| Optional | Understanding Professional Management and Leadership in Care Settings | 6 | Knowledge |
| Optional | Supporting Positive Risk-Taking for Individuals | 4 | Competence |
| Optional | Carry out a Research Project in a Care Setting | 10 | Competence |
| Optional | Sharing Knowledge and Good Practice | 4 | Competence |
| Optional | Provide Support to Maintain and Develop Skills for Everyday Life | 4 | Competence |
| Optional | Support Community Partnerships in Health and Social Care | 5 | Competence |
| Optional | Supporting Individuals to Access and Use Services and Facilities | 4 | Competence |
| Optional | Supporting Individuals to Access and Manage Direct Payments | 6 | Competence |
| Optional | Working with Families, Carers and Individuals During Times of Crisis | 7 | Competence |
| Optional | Promoting Positive Behaviour | 6 | Competence |
| Optional | Providing Information, Advice and Guidance | 4 | Competence |
| Optional | Developing and Implementing Reablement Plans | 4 | Competence |
| Optional | Mentoring in Adult Care | 3 | Competence |
| Optional | Supporting the Use of Assistive Technology | 4 | Competence |
| Optional | Supporting Individuals in the Use of Assistive Technology | 4 | Competence |
| Optional | Assessment, Implementation and Review of Assistive Technology in Care Settings | 4 | Competence |
| Optional | Promote Rights and Values in Assistive Technology in Care Settings | 2 | Competence |
| Optional | Promoting Assistive Technology in Care | 4 | Competence |
| Optional | Promoting Access to Healthcare for Individuals with Learning Disabilities | 7 | Competence |
| Optional | Good Practice in the Support of Individuals with Autistic Spectrum Conditions | 7 | Competence |
| Optional | Administering Medication to Individuals | 5 | Competence |
| Optional | Facilitating the Development of Effective Group Practice in Care Settings | 7 | Competence |
| Optional | Promoting Awareness of Sensory Loss | 3 | Competence |
| Optional | Supporting Individuals to Access Education, Training or Employment | 4 | Competence |
| Optional | Supporting Individuals with Sensory Loss with Communication | 5 | Competence |
| Optional | Manage Provision to Support Users of Services with Multiple Conditions/Disabilities | 4 | Competence |
| Optional | Support Individuals with Issues of Substance misuse | 4 | Competence |
| Optional | Supporting Individuals who are Substance Users | 7 | Competence |
| Optional | Carry Out Comprehensive Substance Misuse Assessments | 5 | Competence |
| Optional | Testing for Substance Use | 5 | Competence |
| Optional | Support End of Life Care in Adult Care | 7 | Competence |
| Optional | Supporting Individuals During Last Days of Life | 4 | Competence |
| Optional | Facilitate Change in Care Settings | 5 | Competence |
| Optional | Managing Finance in Own Area of Responsibility within Care Settings | 5 | Competence |
| Optional | Manage Quality in Care Settings | 5 | Competence |
| Optional | Prepare for and Support Quality Audits in Care | 4 | Competence |
| Optional | Appraise Employee Performance | 6 | Competence |
| Optional | Recruitment and Selection in Care Settings | 6 | Competence |
* Competence – comprises of knowledge, skills and behaviours developed within the workplace and observed to ensure consistent application of knowledge, skills and behaviours.
Knowledge – assessed on apprentice’s ability to demonstrate apprehension and understanding
All assignment submissions from Lead Practitioners will be graded on a Pass, Merit, Distinction or Referral
Once Lead Practitioners have achieved all on programme components:
Practitioners will complete a portfolio of excellence which comprises of six pieces of evidence. This has to demonstrates how the Lead Practitioner has applied their newly developed knowledge, skills and behaviours within the workplace. This portfolio of evidence must come from real working situations illustrating how practices, services or opportunities have been improved. These examples will be used to establish the direction and discussion points for the professional discussion within End Point Assessment.
Once Lead Practitioners have achieved all on programme components:
Practitioners will complete a portfolio of excellence which comprises of six pieces of evidence. This has to demonstrates how the Lead Practitioner has applied their newly developed knowledge, skills and behaviours within the workplace. This portfolio of evidence must come from real working situations illustrating how practices, services or opportunities have been improved. These examples will be used to establish the direction and discussion points for the professional discussion within End Point Assessment.
End point Assessment ensures that Lead Practitioners have not only achieved the full components of the apprenticeship but have also retained and apprehended their newly acquired Skills, Knowledge and Behaviours. End Point Assessment is completed by an Independent Organisation. There are two components to be assessed, observation and a professional discussion.
Lead Practitioners must be observed demonstrating their knowledge skills, behaviour and leadership skills with external/internal stakeholders and lead the observation activity that lasts no longer than 75 minutes.
Lead Practitioners undergo an in-depth, two-way Professional Discussion that is based on the portfolio of excellence lasting no longer than 99 minutes.
Lead Practitioner will achieve an Overall grade of Pass, Distinction or Fail, calculations will be based on:
| Observation of Practice | Professional Discussion | EPA Grade |
| Fail | Fail | Fail |
| Pass | Fail | Fail |
| Fail | Distinction | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Distinction |
Apprentices are allowed one resist per each assessment.
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