Level 5 Diploma in Residential Childcare
The Level 5 Diploma for Leadership and Management in Residential Childcare is part of the Children’s Homes Regulations, which came into force in April 2015 and is the required qualification for those working in children’s homes.
Course Overview
The Level 5 Diploma in Leadership and Management for Residential Childcare is designed for those in senior or managerial roles within children’s residential settings. It develops the advanced leadership, management, and practice skills required to deliver high-quality, child-centred care and support. Through this qualification, leaders learn how to inspire teams, promote positive outcomes for children and young people, and ensure services meet legislative, ethical, and regulatory standards across the sector.
About this course
The Level 5 Diploma in Leadership and Management for Residential Childcare is designed for professionals currently working as Deputy Managers or Managers in a residential childcare setting, or for those who can take on responsibilities associated with these roles. It provides the advanced knowledge and leadership skills required to manage practice, lead teams, and ensure high standards of care for children and young people.
Learners will complete 15 mandatory units and 3 optional units to be fully certified and equipped with the knowledge, understanding, and skills to achieve this qualification
Mandatory | 3 | Understand children and young people’s development in residential childcare RRC 5.1 |
Mandatory | 2 | Understand support for children and young people who are vulnerable and disadvantaged rcc 5.2 |
Mandatory | 5 | Lead and manage a team within a residential childcare setting RCC 5.3 |
Mandatory | 8 | Lead practice to support the safeguarding and protection of children and young people in residential childcare RCC 5.4 |
Mandatory | 4 | Lead practice for communication and information management in residential childcare settings RCC 5.5 |
Mandatory | 3 | Manage risk in residential childcare RCC 5.6 |
Mandatory | 4 | Lead and manage group living in residential childcare RCC 5.8 |
Mandatory | 3 | Lead a service that can support children or young people who have experienced harm or abuse RCC 5.8 |
Mandatory | 5 | Lead practice to achieve positive outcomes for children and young people in residential childcare RCC 5.9 |
Mandatory | 6 | Implement a Positive Relationship Policy in residential childcare RCC 5.10 |
Mandatory | 3 | Lead practice to support the well-being and resilience of children and young people in residential childcare RCC 5.11 |
Mandatory | 2 | Lead practice in safe use of digital, internet and mobile technology with children and young people, RCC 5.12 |
Mandatory | 2 | Undertake professional development in residential childcare settings RCC 5.13 |
Mandatory | 3 | Lead practice to promote the rights, diversity and equality of children and young people in residential childcare RCC 5.14 |
Mandatory | 4 | Lead networks and multi-agency work to benefit children and young people in residential childcare RCC 5.15 |
Centre Req. | 3 | Undertake a Research Project Within Services for Health and Social Care or Children and Young People (J/602/3499) RCC OP 5.25 |
Centre Req. | 5 | Understand the Care System and Its Impact on Children and Young People (H/506/7595) RCC 3.17 |
Optional | 3 | Principles for Leading the Transition of Young People With Complex Disabilities or Conditions to Adult Services (A/506/7568) RCC 5.19 |
Optional | 3 | Understand the Youth Justice System as it Relates to Residential Childcare (J/506/7606) RCC 3.18 |
Optional | 3 | Understand the Context of Residential Childcare for Children and Young People With Complex Disabilities or Conditions (J/506/8318) RCC 5.18 |
Optional | 2 | Support Others to Understand Models of Disability and Their Effects on Working Practice With Children and Young People (R/506/8158) RCC 5.20 |
Optional | 5 | Lead a Residential Childcare Service That Can Engage With the Youth Justice System (Y/506/7609) RCC 5.16 |
Optional | 4 | Lead Practice to Support Young People Leaving Care (Y/506/8114) RCC 5.17 |
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| KSB Assimilation |
Mandatory |
| Gateway – Mapping Document 2000-word observation plan |
Mandatory |
| End Point Assessment – Observation Professional Discussion |
* Competence – comprises of knowledge, skills and behaviours developed within the workplace and observed to ensure consistent application of knowledge, skills and behaviours in practice. Knowledge – assessed on apprentice’s ability to demonstrate apprehension and understanding All assignment submissions from Learners will be graded on a Pass, Merit, Distinction or Referral
12 – 18 months inline with individual capabilities and needs.
Learners must be employed within a role, working towards, being developed or on a placement that allows for opportunities to develop knowledge, skills and behaviours in areas that include:
· Experience in Residential Childcare – Must have prior experience working with children and young people in a residential setting.
· Supervisory or Leadership Role – Currently hold or be moving into a role with responsibility for leading teams and managing practice.
· Understanding of Child Development – Demonstrate foundational knowledge of child and adolescent development stages.
· Safeguarding Competence – Ability to lead safeguarding practices and ensure compliance with legal and organisational standards.
· Communication and Information Management Skills – Capable of managing sensitive information and promoting effective communication within teams.
· Risk Management Awareness – Understand risk assessment processes and strategies for managing safety in residential environments.
· Team Leadership and Group Living Management – Skilled in leading group living arrangements and fostering positive team dynamics.
· Multi-Agency Collaboration – Ability to engage with external networks and agencies to support holistic care for children and young people.
· Commitment to Equality and Rights – Advocate for diversity, equality, and the rights of children and young people in all aspects of practice.
· Professional Development Orientation – Willingness to engage in continuous learning and reflective practice to improve leadership and service quality.
Delivery will be based on a mix of blended learning for the practical elements which includes:
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£2000
