level 5 leadership and management of health and social

Level 5 Leadership and Management of Health and Social Care: Practice

August 2018 Version 0.1

Unit Pack

Level 5 Leadership and Management of Health and Social Care (Unit Pack) 2

Level 5 Leadership and Management of Health and Social Care: Practice 1

Unit 586 Lead and manage person-centred practice 4

Unit 587 Leadership and management of effective team performance 7

Unit 588 Lead and manage quality provision 10

Unit 589 Professional practice 13

Unit 590 Lead and manage safeguarding of individuals 16

Unit 591 Lead and manage health and safety 18

Unit 508 Lead and manage the use of assistive technology 20

Unit 513 Lead and manage business planning and processes 22

Unit 515 Lead and manage care and support at home 26

Unit 516 Lead and manage care home services for adults 31

Unit 518 Lead work with children who are looked after 34

Unit 545 Lead work with children with disabilities 44

Unit 552 Lead work with individuals with a mental health diagnosis 47

Unit 558 Lead and manage positive approaches to behaviour support 50

Unit 565 Lead work with individuals with sensory loss 54

Unit 571 Lead work with individuals who misuse substances 59

Unit 576 Lead work with parents, families and carers 61

Unit 589 Lead and manage inter-professional relationships 66

Unit 593 Lead work with volunteers 70

Unit 594 Lead work in end of life care services 74

Unit 595 Lead work with individuals with autism 78

Unit 596 Lead work with individuals with learning disabilities 81


This pack contains the units for the Level 5 Leadership and Management of Health

and Social Care: Practice qualification:

Unit Number

Unit title

Mandatory units

586 Lead and manage person-centred practice

587 Leadership and management of effective team performance

588 Lead and manage quality provision

589 Professional practice

590 Lead and manage safeguarding of individuals

591 Lead and manage health and safety

Optional units

508 Lead and manage the use of assistive technology

513 Lead and manage business planning and processes

515 Lead and manage care and support at home

516 Lead and manage care home services for adults

518 Lead work with children who are looked after

545 Lead work with children with disabilities

552 Lead work with individuals with a mental health diagnosis

558 Lead and manage positive approaches to behaviour support

565 Lead work with individuals with sensory loss

571 Lead work with individuals who misuse substances

576 Lead work with parents, families and carers

589 Lead and manage inter-professional relationships

593 Lead work with volunteers

594 Lead work in end of life care services

595 Lead work with individuals with autism

596 Lead work with individuals with learning disabilities


Unit 586 Lead and manage person-centred practice

Level: 5

Unit Summary: This unit builds directly from the knowledge gained in

completing the Level 4 mandatory unit Leadership &

management to promote individuals’ dignity and rights. It aims

to give the learner opportunities to demonstrate their skills,

apply their knowledge and show competence in the key aspects

of child-centred practice. Legislation may be common to adults

and children and young people’s assessment, care and support,

however, practices and responsibilities may be different. The

unit is therefore written generically to allow access to all

managers at this level. A positive approach to the

leader/managers role in modelling support for wellbeing,

participation and inclusion is embedded.

Learning outcome:

1. Review methods of achieving personal wellbeing outcomes in own setting

Assessment criteria

1.1 Identify the effectiveness of systems, policies, procedures and practice, support person- centred approaches to positive wellbeing outcomes, including:

o individuals, families and carers

o co-production, collaboration

o staff support and development

o connecting to communities

1.2 Identify how person-centred practice has resulted in positive changes for personal wellbeing outcomes in own work setting

1.3 Evaluate the steps in place for individuals and others to have choice and control over planning, delivering and reviewing their own care and support.

1.4 Demonstrate ways to support others to review person-centred approaches to meet individuals’ changing needs and preferences.

Learning outcome:

2. Lead practice which promotes individuals’ choice and control over assessment and planning

Assessment criteria

2.1 Demonstrate how to promote a culture of participation in own

2.2 Demonstrate activities and practices that support the voice and control and the contribution of relatives, carers and others to achieve positive outcomes for individuals

2.3 Provide information that supports individuals and others to make informed choices about their care and support.


2.4 Demonstrate how to take account of the language and communication preference and needs of individuals, families, carers and others (as applicable):

o understanding

o preference

o capacity

o language choice

o verbal and non-verbal

o positive attitude

2.5 Promote behaviours and attitudes that support active listening with individuals, asking for and respecting their views and choices about their care and support.

2.6 Contribute to and support others to undertake person-led assessments

2.7 Contribute to and support others to use innovative and creative methods to ensure individuals are fully involved in assessing their own circumstances, strengths and needs

2.8 Evaluate how own setting voices support and control for individuals through the use of others who are able to represent the interests of the individual (including an appropriate individual or independent professional advocate)

2.9 Contribute to and support others to develop care and support plans which address personal wellbeing outcomes of individuals and what matters to them

Learning outcome:

3. Contribute to and support others to implement and review personal wellbeing outcomes

Assessment criteria

3.1 Review systems and processes for recording the identification, progress and achievement of personal wellbeing outcomes in own setting

3.2 Monitor and evaluate progress towards the achievement of personal wellbeing outcomes

3.3 Support staff to contribute to quality reviews to ensure they place the individual’s voice, rights and choices at the centre of their practice

3.4 Create a plan to ensure the workforce has the necessary development opportunities to support individuals to achieve personal wellbeing outcomes in your setting

3.5 Identify resources so that individuals can achieve positive wellbeing outcomes.

Learning outcome:

4. Lead practice that promotes individuals’ health care outcomes

Assessment criteria

4.1 Contribute to and support the promotion of good health and healthy choices in own work setting.

4.2 Contribute to and support appropriate methods to meet the health care needs of individuals relevant to own work setting.

4.3 Identify policy, protocols and agreed practice for meeting appropriate health care needs for individuals in own work setting

4.4 Monitor and review the appropriate health care needs for individuals in own work setting

4.5 Create a plan to ensure the workforce has the necessary training to recognise and meet individual health care needs in own work setting


Range

Health care needs - common health needs, specific conditions for individuals, emergency situations, interactions between any of the above

Learning outcome:

5. Promote person-centred relationship to support individuals to manage transitions, loss or change in own work setting

Assessment criteria

5.1 Identify how transitions, changes and significant life events have impacted an individual’s attitudes and wellbeing

5.2 Contribute to and support relational working to promote positive attachment that can support individuals in dealing with transitions, loss and change

5.3 Contribute to and support relational working to promote, support and encourages individuals to explore challenges or risks

5.4 Contribute to and support relational working to encourage individuals to identify their own strengths, resilience and abilities during change

5.5 Enable workers to identify any additional requirements needed to support individuals through transition and change


Unit 587 Leadership and management of effective team performance

Level: 5

Unit Summary: To be added

Learning outcome:

1. Support the recruitment and selection process

Assessment criteria

1.1 Plan methods that will be used in the recruitment and selection process including the involvement of individuals views and choices

1.2 Review job descriptions and person specifications to ensure they are in line with;

o codes of practice

o organisational policy & procedures

o service regulations

o legal requirements

o ‘safe recruitment’

o equality, diversity, inclusion and bilingual engagement

1.3 Demonstrate support for recruitment and selection practice that:

o incorporates the views of individuals and carers

o is planned to achieve positive outcomes for individuals

o emphasises a commitment to safeguarding individuals

o focuses on appointing staff with appropriate values, knowledge, skills and qualifications

o includes a face to face interview for all shortlisted candidates based on an objective assessment of the candidate’s ability to meet the person specification and job description

o meets legal and regulatory requirements

o is fair and non- discriminatory

1.4 Evaluate the recruitment and selection methods used in own setting and recommend improvements

Learning outcome:

2. Support the induction, learning and development process

Assessment criteria

2.1 Identify the role of induction in meeting standards, service requirements and learning frameworks within own setting

2.2 Plan and agree with others an induction opportunity for staff member or teams, within own setting who may be:

o new to the role


o new to the setting

o acquiring new skills

2.3 Gain feedback from individuals and carers using the service, colleagues, managers/supervisor and inductee on the induction activity

2.4 Evaluate and plan any improvements in the induction process within own setting

2.5 Provide evidence of supporting staff to identify their continuing personal development, knowledge and skills requirements

2.6 Implement a range of inclusive options to undertake learning and development opportunities.

Range

Inclusive options - mentoring, coaching, peer support ‘buddy’, training, peer supervision, reflective practice, team development, lived experience, action learning

Learning outcome:

3. Implement effective supervision

Assessment criteria

3.1 Identify the purpose of supervision in promoting staff wellbeing through the provision of emotional support; meeting standards, service requirements and learning frameworks within own setting

3.2 Plan and agree supervision opportunities for staff members, within own setting. Including the scope of supervision, frequency, location, preparation, confidentiality and recording

3.3 Demonstrate skills within supervision that create a safe environment and promote open dialogue, challenge and emotional support to supervisee

3.4 Provide balanced and constructive feedback to staff on their practice

3.5 Support staff to reflect upon their role and contribution in relational working to promote wellbeing

3.6 Set personal work objectives with team members based on agreed team or organisations goals and objectives

3.7 Implement agreed measures to improve supervisees performance

3.8 Review and revise professional supervision targets, learning and development needs with the supervisee and record the agreed decisions

3.9 Gather feedback and reflect on own practice in supervising and assessing performance; identifying how to improve in the light of this

Learning outcome:

4. Develop a positive organisational culture that is motivational and inspiring

Assessment criteria

4.1 Identify the components of a positive organisational culture within own team and/or organisation

4.2 Demonstrate how own practice both promotes and supports a positive culture

4.3 Communicate the shared vision and strategic direction to colleagues and others

4.4 Demonstrate through own practice ways to encourage and support others to be open, trustworthy, respectful and reliable.


4.5 Encourage the use of emotional intelligence to support personal awareness and culture change

4.6 Lead practice that supports positive psychology and personal wellbeing for others

4.7 Show how you have challenged practices that have acted as barriers to positive psychology and personal wellbeing

4.8 Encourage creative and innovative ways of working within own team and/or organisation

4.9 Develop methods to gain feedback to evaluate organisational practices in promoting participation, inclusion and new ways of working

4.10 Work in ways that encourage others to identify solutions for themselves and is empowering including the use of coaching and mentoring approaches

Learning outcome:

5. Promote team development and resilience

Assessment criteria

5.1 Identify strengths and issues in the performance of a social care team or organisation

5.2 Plan and facilitate a team or organisational development activity linked to the strengths or issues

5.3 Evaluate the success of the activity and improvements that are likely to result from this

5.4 Identify strategies within own team and/or organisation which;

o improves and maintains well-being of staff

o reduces stress

o builds the resilience of team members

5.5 Demonstrate practice that promotes;

o well-being

o stress reduction

o resilience

Learning outcome:

6. Lead change and innovation

Assessment criteria

6.1 Identify an area for innovation or change for your team or organisation

6.2 Use collaborative approaches to involve individuals and carers in innovation and change

6.3 Identify potential stakeholders/partners/networks to support and develop change or innovation

6.4 Demonstrate interpersonal and communication skills for networking and co-production partnerships

6.5 Implement practices that minimise or overcome barriers to innovation and change

6.6 Identify measures for the success of the innovation or change

6.7 Develop and use a change management plan and/or a communication strategy including monitoring outcomes


Unit 588 Lead and manage quality provision

Level: 5


Learning outcome:

1. Measuring quality, meeting requirements

Assessment criteria

1.1 Contribute to and support team members and others to implement the legislative and regulatory frameworks that apply to quality assurance in own setting to:

o apply quality standards for the service

o select indicators to measure standards - this should include both organisational and individual key performance indicators (KPIs)

o develop processes to measure achievement of the standards

1.2 Contribute to and support team members and others to carry out their roles in monitoring quality indicators

1.3 Contribute to and support individuals, staff and others to use the selected indictors to measure achievements of quality standards, this may include:

o areas of good practice and excellence

o areas for improvement

o achievement of personal wellbeing outcomes

1.4 Contribute to and support the duty of candour so mistakes are investigated thoroughly, impartially and appropriately and in accordance with organisational policies and legal requirements

Learning outcome:

2. Recognising, supporting and improving services

Assessment criteria

2.1 Contribute to and support individuals, staff and others to recognise what is being achieved and working well for individuals in own work setting (using appreciative inquiry)

2.2 Contribute to and support individuals, staff and others to promote a person-centred approach in facilitate concerns and complaints ensuring:

o information is available in accessible formats and bilingually in own setting

o individuals, staff and others are aware of procedures for raising concerns and complaints

2.3 Contribute to and support individuals to recognise and respond positively to concerns and complaints

2.4 Use performance measures to support staff to recognise and respond positively to concerns and complaints


2.5 Evaluate the effectiveness of procedures and systems for addressing concerns and complaints in own work setting taking into account regulatory requirements, Codes of Practice and the views of individuals, staff and others

Learning outcome:

3. Resource management and sustainable services

Assessment criteria

3.1 Identify potential tensions in the delivery of person-centred care and the needs of the wider organisation

3.2 Contribute to the development of the operational plan and objectives within own area of responsibility, including:

o work with others to identify their planned activities and corresponding resource needs

o evaluate past resource use to inform expected future demand

o identify resource requirements for own area of responsibility

o identify sources of funding and budget

o work with others to identify care and support needs that could be met through community partnerships and co-production

3.3 Gather and disseminate information about existing community partnerships and resources that may provide care and support to individuals

3.4 Clarify with stakeholders whether information:

o has been received

o has been understood

o meets their information needs

o can be improved

3.5 Work with others to prioritise and communicate financial resources required to meet objectives within own area of responsibility

3.6 Work in ways that minimise any adverse environmental impact of using physical resources in own area of responsibility

3.7 Work with others to review budget needs and allocation in own area of responsibility

3.8 Provide information for stakeholders and/or partnerships about own organisation; its role and services in accessible formats

Learning outcome:

4. Workforce planning, development and retention

Assessment criteria

4.1 Identify human resource requirements for own work setting both currently and for future developments

4.2 Support practitioners to comply and benefit from with agreed ways of working including

o completion of induction

o mandatory training

o professional development

o qualification attainment

o involvement with supervision


o fulfilling Codes of Professional Practice

4.3 Work in ways that support practitioners with day to day challenges; providing a leadership/management approach that promotes staff wellbeing, nurtures and motivates staff

4.4 Work in ways that promotes staff wellbeing acknowledging their strengths, expertise, contributions and achievements

4.5 Work in ways that encourages staff involvement and feedback to the organisation including the use of staff meetings, surveys and exit interviews


Unit 589 Professional practice

Level: 5

Unit Summary: This unit builds on directly from the knowledge gained in

completing the Level 4 mandatory units. It aims to give the

learner opportunities to demonstrate their skills, apply their

knowledge and show competence in these key management

areas within their own work setting. A positive approach to the

leader/managers role in modelling support for wellbeing,

participation and inclusion is embedded.

Learning outcome:

1. Managing self, behaviours, values and attitudes

Assessment criteria

1.1 Work in ways that uphold social care values;

o complying with the Code of Professional Practice for Social Care

o ensure your contribution is focused on quality and improvement, in particular the rights, safety and well-being of individuals and staff

o use feedback from individuals, relatives, carers and staff to inform own practice

o act in an open and transparent way

o act in a responsible and respectful manner that recognises diversity, rights and choice

1.2 Identify power imbalances in work relationships between self and others;

o supervision

o performance management

o service planning and development

o care and support planning with individuals and carers

o advice and guidance

1.3 Use strategies and techniques to address identified power imbalances in relationships

1.4 Demonstrate accountability and responsibility in own service through day to day monitoring and support of staff including delegated responsibilities

Learning outcome:

2. Working collaboratively

Assessment criteria

2.1 Identify how own setting creates a culture and environment which encourages and supports individuals and others to express their feelings, views and choices about ‘what matters’.

2.2 Carry out practices and/or procedures in collaborative working that ensure;


staff and others understand their role, responsibilities and accountabilities when working collaboratively

effective communication to negotiate outcomes and overcome differences

the contribution of individuals, carers or their advocates

inclusion of the skills, expertise and contributions of colleagues

adherence to agreed joint working protocols

adherence to agreed information sharing protocols including WASPI (Welsh accord for sharing personal information)

Learning outcome:

3. Communicate effectively within own organisation/setting

Assessment criteria

3.1 Demonstrate practices and procedures that promote open and effective communication within own setting, including staff working at a distance, part time, nights and weekends;

sharing and disseminating information

channels for open dialogue and feedback

3.2 Demonstrate how individuals outcomes and choices are supported in own setting by meeting language and unique communication needs including;

how to access specialist interpreters, translators, communicators or advocates

use of effective communication skills

use of specialist aids and equipment

3.3 Work in ways that support your organisation/setting’s legal responsibilities in relation to Welsh language provision

3.4 Support staff to develop and use their Welsh language skills, as appropriate

Learning outcome:

4. Lead practice in reporting and recording

Assessment criteria

4.1 Produce accurate and coherent records and reports that can be understood by those who have a right to see them

4.2 Ensure records are stored, shared and retained in accordance with confidentiality agreements and legal requirements, including data protection legislation.

4.3 Ensure that legal and agreed policies and procedures for completing records and reports are adhered to by yourself and your staff

4.4 Promote ways that support individuals to participate in the preparation of reports, taking account of age and mental capacity.

4.5 Ensure that individuals are supported to understand the content of records and reports on themselves taking account of age and mental capacity

Learning outcome:

5. Promote the use of reflective practice


Assessment criteria

5.1 Demonstrate use of reflective practice to improve own performance

5.2 Identify ways which model the use of:

o reflection on practice

o reflection in practice

o reflection for practice

5.3 Demonstrate the use of evidence based practice to support service delivery and improvement

5.4 Encourage staff to reflect on and learn from mistakes in line with the Duty of Candour

Learning outcome:

6. Working with integrity

Assessment criteria

6.1 Demonstrate practice that;

o values, respects, promotes and celebrates diversity

o promotes a culture where actual and potential discrimination, disadvantage and exclusion is challenged

o encourages an open, fair and learning culture in the workplace; being open and honest when things go wrong

o promotes individuals and carers being treated as partners who can use their skills and experiences to participate in decision making and planning

o supports ways to celebrate best practice and success


Unit 590 Lead and manage safeguarding of individuals

Level: 5

Unit Summary: This unit builds on directly from the knowledge gained in

completing the Level 4 mandatory units particularly Leadership

and management of personal wellbeing outcomes in social care.

It aims to give the learner opportunities to demonstrate their

skills, apply their knowledge and show competence in these key

management areas.

Learning outcome:

1. Supporting rights and choice in safeguarding

Assessment criteria

1.1 Explain the rights and choices that individuals have where abuse or neglect is suspected or alleged

1.2 Contribute to and support individuals to gain understanding about their right to stay safe in accordance with their age and mental capacity, which may mean working with an advocate

1.3 Contribute to and support individuals to gain understanding about their responsibility to contribute to keeping themselves safe in accordance with their age and mental capacity, which may mean working with an advocate

1.4 Contribute to and support individuals to balance their rights, choices and risks in accordance with their age and mental capacity, which may mean working with an advocate

1.5 Contribute to and support services where individuals are involved in decisions about risks and have their views at the centre of what happens in accordance with their age and mental capacity, which may mean working with an advocate

1.6 Explain how to lead practice that supports the rights, inclusion and wellbeing of individuals that promotes safeguarding

1.7 Use active participation to promote the rights and choices of individuals

1.8 Lead practice that builds self-esteem to strengthen the individual’s resilience

Learning outcome:

2. Implement policies, procedures and practices for safeguarding adults and children at risk of abuse and neglect

Assessment criteria

2.1 Explain how national legislation (including Welsh legislation) informs local procedures and guidelines for safeguarding

2.2 Review the policies and procedures required in your work setting for safeguarding and identify;


o how person or child-centred they are

o how they are developed and shared

o if they support wellbeing and personal outcomes

o if they address concerns, complaints and whistleblowing

2.3 Contribute to the implementation of the required policies, procedures and practices that safeguard individuals and staff

2.4 Implement secure and confidential systems and processes to provide effective information sharing

2.5 Research Practice Reviews relevant to own work setting and identify:

o why they are required

o how they are produced

o how sharing of findings can positively change safeguarding practice

2.6 Support staff to gain information and training regarding:

o indicators of abuse and neglect

o safe practices that can minimise risk of abuse and neglect taking place

o actions required in the case of suspected or alleged abuse and neglect

o appropriate recording reporting

2.7 Identify ways to follow agreed protocols for partnership with other organisations where there are suspicions or allegations about an adult or child are risk of abuse or neglect

Learning outcome:

3. Support for those who have experienced abuse and neglect

Assessment criteria

3.1 Explain the importance of establishing trusting relationships with individuals who have experienced abuse or neglect.

3.2 Explain how to support individuals in own work setting, in accordance with their age and mental capacity to:

o identify actions, behaviours and situations that may lead to abuse, neglect or the risk of this to the individual

o gain understanding of when the behaviour of others may be unacceptable and place them at risk of abuse or neglect

o gain understanding of the risks associated with the use of electronic communications

o express fears, anxieties or concerns they may have about their safety

o establish what outcomes they want from safeguarding interventions (which may mean working with an advocate)

3.3 Explain how to access support in situations that are outside your expertise, experience, role and responsibility.

3.4 Explain how you would use supervision and support to manage the impact on self and staff of suspected or alleged abuse or neglect


Unit 591 Lead and manage health and safety

Level: 5

Unit Summary: This unit aims to give the learner opportunities to demonstrate

their skills, apply their knowledge and show competence in

these key management areas. It is assumed basic knowledge of

key Health and Safety legislation and policy has been tested at

Levels 2 and 3. Though legislation may be common to Adults

and children and young people, health and safety practices and

responsibilities will at times be different. In addition, some

manager’s roles will not involve them fully in health and safety

policy and procedure implementation.

Learning outcome:

1. Implement organisational health and safety practices

Assessment criteria

1.1 Contribute to the implementation of policies, procedures and practices to identify, assess and manage risk to individuals and others

1.2 Involve others in assessing and managing potential risks and hazards in own work setting

1.3 Complete records and reports on health, safety and risk management issues according to legislative and organisational requirements for own work setting

1.4 Evaluate own practice in promoting a culture of positive risk management for own work setting

Learning outcome:

2. Support health and safety risk assessment for individuals

Assessment criteria

2.1 Encourage a culture that promotes the rights of individuals to take positive risks

2.2 Identify ways that individuals can be supported to assess, balance and make decisions about risks affecting them in accordance with their age and mental capacity, which may mean working with an advocate

2.3 Involve individuals in assessing risk contained within their personal wellbeing outcomes and choices in accordance with their age and mental capacity, which may mean working with an advocate

2.4 Involve others in assessing risk contained within individuals personal wellbeing outcomes and choices

2.5 Contribute to and support others to develop care and support plans which address positive risk-taking choices

2.6 Support staff to evaluate own practice in working through the process of positive risk taking with individuals


Learning outcome:

3. Implement compliance, monitoring and improving health and safety

Assessment criteria

3.1 Demonstrate compliance with health, safety and risk management requirements in own work setting, role and responsibilities

3.2 Support others to comply with legislative and organisational health, safety and risk management policies, procedures and practices relevant to own work

3.3 Identify appropriate actions to take when the following examples of health and safety policies, procedures and practices are not being complied with in own work setting;

o disposal of hazardous waste

o fire regulations

o security of the building

o infection control

o accident and incident reporting

o administration of medicines

o personal safety


Unit 508 Lead and manage the use of assistive technology

Level: 5

Unit Summary: This unit will provide learners to lead and manage the use of assistive technology with individuals and others. They will understand and promote the advantages and disadvantages of different assistive technologies to ensure that individuals support requirements are met.

Learners will provide support to individuals and others when accessing the correct support and guidance to allow assistive technology to be used safely and effectively

Learning outcome:

1. Understand the role of assistive technology and the impact it has on an individual’s life

Assessment criteria

1.1 Analyse the range of ways that assistive technology can enhance the quality of life, independence and well-being of individuals and carers

1.2 Evaluate the impact that assistive technology has on promoting dignity, autonomy, privacy and confidentiality

1.3 Critically evaluate the advantages, disadvantages and risks attached to using assistive technology

Learning outcome:

2. Carry out assessment of needs in relation to assistive technology

Assessment criteria

2.1 Explain the purpose of an assessment for provision of assistive technology

2.2 Evaluate the contribution assessment can make to providing positive outcomes for an individual

2.3 Analyse the importance of formal and informal observations in the process of assessment for assistive technology

2.4 Risk assess the advantage and disadvantages of different assistive technology solutions

2.5 Make recommendations for the use of assistive technology in relation to an individual’s needs

2.6 Support individuals and carers to complete assessment and self-assessments

2.7 Record and review assessment outcomes

Learning outcome:

3. Lead and manage the safe procurement and management of assistive technology


Assessment criteria

3.1 Set up and maintain complex assistive technology

3.2 Evaluate the effectiveness of the chosen assistive technology

3.3 Develop detailed specifications for procuring assistive technology

3.4 Safely install and implement the use of assistive technology

3.5 Adapt assistive technology to a range of settings

3.6 Carry out the disposal of assistive technology

3.7 Identify manageable outcomes for use of the assistive technology

3.8 Review and evaluate the assessment and procurement processes for selecting and using assistive technology

Learning outcome:

4. Support staff to get the best outcomes for individuals who use assistive technology

Assessment criteria

4.1 Provide information and learning to develop other workers in the provision of assistive technology

4.2 Support individuals and others to understand the role of assistive technology

4.3 Assist others to ensure the safe use of assistive technology

4.4 Observe others supporting an individual with assistive technology

4.5 Reflect and evaluate the practice of others supporting individuals to use assistive technology

Range

Role of AT – procedures, processes and costs


Unit 513 Lead and manage business planning and processes

Level: 5

Unit Summary: Th The purpose of this unit is to support learners within an organisation/setting to lead on the implementation of change through the use of defined business planning principles; as examples, this may be of use within an organisation that is looking to expand or adapt its current provision. It will provide learners with the skills and understanding needed to manage strategies to achieve organisational objectives; analyse the market in which the organisation is located and manage financial activities around the planning process.

Learning outcome:

1. Understand business management principles

Assessment criteria

1.1 Explain the purpose of business planning

1.2 Identify the role of a vision/mission statement

1.3 Explain the importance of having a clear vision for what is intended to be achieved

1.4 Explain the importance of fostering support from key stakeholders on proposed plans

1.5 Describe ways to implement change in-line with policy and regulation

Learning outcome:

2. Understand how market analysis is used when implementing new business developments/change

Assessment criteria

2.1 Define the role of market analysis within the development of business plans

2.2 Explain the different elements of market analysis used in business plans

2.3 Explain the importance of considering the market analysis elements to the success of the business plan

2.4 Describe the key areas of market analysis/research that are prevalent to business planning in the health and social care sector

Range

Elements - industry overview; target market/audience; market growth projections; market

trends; concept/research testing; competitive analysis; barriers to entry/provision;

regulations and policy restrictions.

Key areas - current local offer/provision, economic outlook of target area (cost of provision

versus prices that will be paid), workforce/resource requirements needed, access to sufficient

skilled workers


Learning outcome:

3. Understand the role of planning in the context of new business developments/change

Assessment criteria

3.1 Explain the differences between strategic and operational planning

3.2 Explain the importance of having a clear business strategy

3.3 Explain the benefits of business plans in supporting [improved] provision

3.4 Outline the proposed activities and associated costings required to support business planning

Range

Benefits - clear vision; provides a framework for workforce planning and development; acts as a mechanism to support strategy/objectives

Activities - marketing/advertising; contracting; staffing/training.

Learning outcome:

4. Develop plans to support new business developments/business change

Assessment criteria

4.1 Develop strategic plans

4.2 Develop operational plans that cover:

o Strategies and tasks to be undertaken

o Resources required, and method of deploying/utilising those resources

o Timelines and milestones

o Budget and costs

4.3 Implement and monitor operational plans

Learning outcome:

5. Manage financial activity related to new business plans

Assessment criteria

5.1 Develop budgets in-line with business plan objectives

5.2 Monitor and manage budgets in-line with planned spend

5.3 Re-forecast and reallocate budget in-line with actual spend

Learning outcome:

6. Understand the role of change and risk management when developing new business plans

Assessment criteria

6.1 Identify the potential risks associated with new business plans 6.2 Describe the role of contingency planning to manage risk 6.3 Evaluate the need to review and amend strategies/objectives in-line with risks

Range


Risks - change in circumstances (Economic change; competitive factors); delays to project

completion; loss of key resource/personnel; changes in policy/regulation; loss of

suppliers/distributors; changes in costs to implement; balance of new provision versus

intended uptake (e.g. number of staff to number of anticipated users may not be realised

immediately).


Unit 513 Lead and manage business planning and processes

Supporting Information

Evidence requirements Evidence of completed business plan

Observation of learner implementing and monitoring business plan

Documentation including review and reforecasting of budgets

Glossary Business plan A document that outlines the provision's aims, objectives and purpose, setting

out a plan to meet business needs of the provision into the short, medium and longer-term

future

Related NOS SCDLMCSE7 Develop, implement and review business plans and planning for the

provision of care services


Unit 515 Lead and manage care and support at home

Level: 5


Learning outcome:

1. Lead practice that embeds Legislation, National policies and Codes of practice when providing care and support at home

Assessment criteria

1.1 Lead practice that embeds the principles and values of the current legislative requirements and policy guidance on care and support at home into the daily work of those providing care and support at home

1.2 Ensure that care plans are informed by the latest legislation, guidance and research

1.3 Analyse how the Legislative requirements influence practice that promotes Welsh language and culture for the ‘Active offer’

Learning outcome:

2. Lead practice that follows a rights-based approach in care and support at home services

Assessment criteria

2.1 Lead practice which embeds a rights-based, non-discriminatory approach into the practice of those providing care and support at home

2.2 Establish appropriate systems to support complaints and whistle-blowing and ensure people feel confident to use them

2.3 Ensure that effective arrangements are in place to oversee and evaluate direct care and support

Range

People - staff members, family members, individuals, volunteers

Learning outcome:

3. Understand the factors that affect service delivery and the impact on individuals

Assessment criteria

3.1 Explain why service delivery can be stifled by systems and processes that act against the best outcomes for people

3.2 Evaluate the impact of service design, planning and delivery on person-centred practice


Learning outcome:

4. Lead practice that follows a person-centred approach in care and support at home services

Assessment criteria

4.1 Explain why service delivery can be stifled by systems and processes that act against the best outcomes for people

4.2 Evaluate the impact of service design, planning and delivery on person-centred practice

4.3 Promote, model and evaluate good practice in meaningful life story work with individuals and carers

4.4 Apply meaningful life story work in the design and delivery of care and support plans and activities

4.5 Ensure that policies and procedures are designed to support creative person-centred decision-making

4.6 Ensure that individuals are actively involved in the design, development and review of services

4.7 Ensure that individuals are able to communicate in their preferred language and their cultural background is fully considered during person-centred planning

Learning outcome:

5. Lead practice that promotes the principles of equality, diversity and inclusion in care and support at home services

Assessment criteria

5.1 Lead practice which values and promotes the principles of equality, diversity and inclusion

5.2 Identify potential barriers to full inclusion and how these may be overcome

Learning outcome:

6. Lead practice that promotes partnership working and building relationships to support prevention and early intervention in care and support services

Assessment criteria

6.1 Lead, promote, model and evaluate practice which supports prevention and early intervention in care and support at home services

6.2 Evaluate community resources, services and facilities that enable individuals to live to their full potential

6.3 Facilitate engagement in community resources, services and facilities that enable individuals to live to their full potential

6.4 Ensure that all stakeholders are clear about the services and support available and accessible points of contact have been established

6.5 Lead services where people have a shared sense of vision and purpose through the use of strength based, co-productive approaches

6.6 Promote, model and evaluate practice that identifies and addresses the support needs of carers in their own right


6.7 Evaluate theories concerning the importance of community connections, relationships and relationship based working and how these can be applied in practice

6.8 Develop a culture that supports and promotes relationship based practice

6.9 Lead and manage practice that supports relationship based care and community connections for individuals

Range

Stakeholders – family members, staff members, other professionals, community

Learning outcome:

7. Lead practice that promotes the principles of positive risk taking in care and support at home services

Assessment criteria

7.1 Promote, model and evaluate practice which supports positive risk taking in care and support at home services

7.2 Manage risk assessments that support individuals to take positive risks

Learning outcome:

8. Lead practice that develops the building of positive and appropriate relationships in care and support at home services

Assessment criteria

8.1 Lead, promote and manage practice that supports individuals and workers in care and support at home services to develop positive relationships

Learning outcome:

9. Lead practice that develops building positive and appropriate relationships and effective communication in care and support at home services

Assessment criteria

9.1 Lead, promote and manage practice which embeds an approach to effective communication for individuals and carers

9.2 Lead, promote and manage practice that supports individuals and workers in care and support at home services to develop positive relationships

9.3 Promote and manage resources to support effective communication

Learning outcome:

10. Lead practice that promotes health and well-being amongst individuals working in care and support at home services

Assessment criteria

10.1 Lead a service which reflects best practice in promoting the health and well-being of individuals and carers in the context of care and support at home


10.2 Promote, model and evaluate practice that supports an enabling and re-enabling approach that helps individuals to maintain and develop their independence and mobility

10.3 Lead and manage practice which supports an asset and strengths-based approach to health and well-being

Learning outcome:

11. Lead practice to promote assessment, care, support planning and system review processes in care and support at home services

Assessment criteria

11.1 Lead practice which supports person-centred assessment, care and support planning and review processes and ensures that individuals and carers are fully involved in these processes wherever possible

11.2 Develop, implement, monitor and evaluate systems to assess and manage risk whilst promoting a culture of positive risk taking

11.3 Develop, implement, monitor and evaluate systems that support workers to understand how to develop positive relationships whilst maintaining professional boundaries within their role

11.4 Develop, implement, review and evaluate systems to support the health and well-being of individuals living at home

Learning outcome:

12. Lead practice to support and manage change and transition in care and support at home services

Assessment criteria

12.1 Lead services which reflect best practice in supporting and managing change and transition

12.2 Manage transitions between the individuals home and other locations including hospital, for both admission and discharge

Learning outcome:

13. Lead practice that promotes the importance of social and economic well-being in care and support at home services

Assessment criteria

13.1 Evaluate the importance of supporting individuals and carers to retain their employment

13.2 Promote, model and evaluate practice which supports individuals and carers to access appropriate financial benefits and entitlements, including assistance with administration and referral to specialist advice and support services, as needed


Unit 515 Lead and manage care and support at home


Glossary Therapeutic/meaningful activities - An activity that can help to improve health. This could

be a daily living activity or taking part in a more formal/structured activity

Related legislation and guidance Mental Health Act 1983 (amended 2007)

https://www.legislation.gov.uk/ukpga/1983/20/contents Mental Health (Wales) Measure 2010 http://www.mentalhealthwales.net/mental-

health-measure/ Mental Capacity Act 2005 https://www.legislation.gov.uk/ukpga/2005/9/contents Safeguarding Vulnerable Groups Act 2006

https://www.legislation.gov.uk/ukpga/2006/47/contents The Human Rights Act 1998

https://www.legislation.gov.uk/ukpga/1998/42/contents Social Services and Wellbeing (Wales) Act 2014

http://www.legislation.gov.uk/anaw/2014/4/pdfs/anaw_20140004_en.pdf Wellbeing of Future Generations (Wales) Act 2015 http://gov.wales/topics/people-

and-communities/people/future-generations-act/?lang=en Mental Health in Wales Fundamental Facts 2016

https://www.mentalhealth.org.uk/sites/default/files/FF16%20Wales.pdf Section 117 Aftercare in England and Wales

https://www.mind.org.uk/media/5544543/leaving-hospital-2-pdf.pdf Together for Mental Health and Wellbeing in Wales

http://gov.wales/topics/health/nhswales/mental-health-services/policy/strategy/?lang=en

Talk to me 2 – suicide prevention strategy, Wales http://gov.wales/topics/health/publications/health/reports/talk2/?lang=en

Active Offer - http://gov.wales/docs/dhss/publications/150928activeofferhealthen.pdf

https://www.mentalhealth.org.uk/sites/default/files/FF16%20Wales.pdf

https://www.legislation.gov.uk/ukpga/1983/20/contents

http://www.mentalhealthwales.net/mental-health-measure/

http://www.mentalhealthwales.net/mental-health-measure/




http://www.legislation.gov.uk/anaw/2014/4/pdfs/anaw_20140004_en.pdf

http://gov.wales/topics/people-and-communities/people/future-generations-act/?lang=en

http://gov.wales/topics/people-and-communities/people/future-generations-act/?lang=en


https://www.mind.org.uk/media/5544543/leaving-hospital-2-pdf.pdf



http://gov.wales/topics/health/publications/health/reports/talk2/?lang=en

http://gov.wales/docs/dhss/publications/150928activeofferhealthen.pdf



Unit 516 Lead and manage care home services for adults

Level: 5


Learning outcome:

1. Understand how legislation, national policies and guidance impact on care home services in Wales

Assessment criteria

1.1 Analyse the impact of legislation, policy and practice on the quality of life for individuals in care home services

Learning outcome:

2. Lead, manage and promote practice that embeds legislation, national policies and guidance within care home services in Wales

Assessment criteria

2.1 Promote practice that embeds the principles and values of the Social Services and Well-Being (Wales) Act 2014 and any specific legislative requirements

2.2 Develop and implement systems, procedures and practices that meet specific legislative requirements

2.3 Review and evaluate systems, procedures and practices that meet specific legislative requirements

Learning outcome:

3. Understand how rights based approaches relate to support of individuals in care home services

Assessment criteria

3.1 Evaluate the impact of a rights based approach on the quality of life of individuals in care home services

3.2 Evaluate the impact of participation in a valued range of meaningful activities and experiences on the quality of life of individuals in care home services

Learning outcome:

4. Lead practice that embeds rights based approaches to support individuals in care home services


Assessment criteria

4.1 Promote practice that embeds a rights based approach and participation in full and valued lives for individuals living in care homes

4.2 Develop a strategy that supports a rights based approach

4.3 Review and evaluate strategies that support a rights based approach

Learning outcome:

5. Lead practice that ensures positive risk taking, supports well-being, voice, choice and control for people living in care homes

Assessment criteria

5.1 Manage and review the use of risk assessments that support individuals living in care homes to take positive risks

5.2 Promote a culture of positive risk taking

5.3 Support well-being, voice, choice and control for people living in care homes

Learning outcome:

6. Lead practice that develops positive relationships in the context of ‘professional boundaries’ in care homes

Assessment criteria

6.1 Promote practice that supports individuals and others to develop positive relationships whilst maintaining professional boundaries within their role

Learning outcome:

7. Lead practice that manages the impact of change and transitions on individuals living in care home services

Assessment criteria

7.1 Manage and promote practice that supports individuals to make smooth transitions into the home and/or between the home and other places

Learning outcome:

8. Lead, manage and promote practice that puts health and well-being at the heart of the care and support for individuals in care home services

Assessment criteria

8.1 Evaluate intergenerational projects and community connections for the well-being of individuals living in care home services

8.2 Analyse ways to enhance community connections within the work setting

8.3 Promote practice that supports the participation of individuals in a valued range of meaningful activities and experiences

8.4 Monitor the quality of services to ensure social inclusion


Learning outcome:

9. Understand the factors that impact upon the health and well-being of individuals

Assessment criteria

9.1 Analyse the impact of isolation and loneliness on the health and well-being of individuals

9.2 Evaluate the importance of enabling and reabling approaches to support individuals to reach their full potential


Unit 518 Lead work with children who are looked after

Level: 5

Unit Summary: This pathway is suitable for those providing care and support for children and young people who are looked after and accommodated and for young people leaving care. Residential child care workers and managers, including those providing secure accommodation, foster carers, workers and managers providing support to young people leaving care

Learning outcome:

1. Work in ways that adhere to legislation, national policies, codes of conduct and practice

Assessment criteria

1.1 Lead, manage and promote practice that embeds the principles of the Social Services and Well-Being (Wales) Act and any specific policy guidance on services for children and young people looked after and young people leaving care

1.2 Lead, manage and promote services which focus on outcomes for children and young people looked after and young people leaving care

1.3 Establish, through developing an open culture, appropriate systems to support complaints and whistle-blowing that individuals feel confident to use

1.4 Work in a way that is proactive in assuring service quality, lead on preparation for inspections and the development of post inspection action plans

Learning outcome:

2. Use child-centred approaches

Assessment criteria

2.1 Lead, manage and promote practice that embeds the rights of children and young people within own service organisation/setting

2.2 Work in ways that ensure the approaches followed in practice are reviewed and evaluated on a timely basis

2.3 Lead and develop the use of Social Pedagogy as a common theoretical framework

Learning outcome:

3. Promote equality, diversity and inclusion

Assessment criteria

3.1 Lead and manage practice which promotes and demonstrates equality, respect for diversity and inclusion for children and young people looked after and young people leaving care


Learning outcome:

4. Promote positive risk taking

Assessment criteria

4.1 Implement systems to manage risk whilst promoting a culture of positive risk taking that encourages innovative, evidence based practice when working with children and young people looked after and young people leaving care

Learning outcome:

5. Support positive relationships and professional boundaries

Assessment criteria

5.1 Lead, manage and promote positive practice in relation to positive relationships and maintaining personal and professional boundaries when working with children and young people looked after and young people leaving care

Learning outcome:

6. Promote and support effective communication

Assessment criteria

6.1 Lead and promote practice that supports effective communication with children and young people, their carers and families

6.2 Promote communication with children and young people, their carers and families in their preferred language and consider their cultural background during the planning process

Learning outcome:

7. Promote positive approaches to reduce restrictive practices

Assessment criteria

7.1 Lead, manage and promote positive approaches to reduce the need for restrictive practices when working with children and young people looked after and young people leaving care

7.2 Ensure that documentation relating to any incident of restrictive practice are completed and shared as required by policies

Learning outcome:

8. Promote reflective practices

Assessment criteria

8.1 Lead, manage and promote services that have a culture of self-reflection and improvement based on a willingness to learn from mistakes and build on good practice as an individual practitioner but also in a residential setting within the team


Learning outcome:

9. Promote health and well-being

Assessment criteria

9.1 Lead, manage and promote services which reflect best practice and are focused on the achievement of positive outcomes when promoting the health and well-being of children and young people who are looked after and young people leaving care

9.2 Lead, manage and promote practice which promotes the physical, psychological, intellectual, emotional, social and behavioural development of children and young people looked after and young people leaving care

Learning outcome:

10. Support the process of assessment, care, planning and review

Assessment criteria

10.1 Lead, manage and promote practice which supports child-centred assessment, care and support planning and review and ensures that children and young people looked after and young people leaving care and significant others understand their roles and are fully involved in these processes wherever possible

10.2 Ensure stakeholders are clear about the services and supports available and accessible points of contact have been established

10.3 Work with services provided to children and young people to complement each other and be effective

Learning outcome:

11. Support change and transition for children and young people

Assessment criteria

11.1 Lead, manage and promote services which support children and young people looked after and young people leaving care with change and transition

Learning outcome:

12. Promote safeguarding

Assessment criteria

12.1 Lead, manage and promote practice which follows safeguarding policies and procedures

12.2 Work in ways that support children and young people to keep and feel safe, having the skills and confidence to keep themselves from risk and harm

Learning outcome:

13. Encourage maintaining/developing family and other significant relationships


Assessment criteria

13.1 Lead, manage and promote practice which acknowledges the importance of maintaining/developing relationships with family and significant others which are in the best interests of the individual child or young person

Learning outcome:

14. Promote education, training, play and recreational activities

Assessment criteria

14.1 Lead and manage practice that promotes and supports the education and training of children and young people looked after and young people leaving care

14.2 Lead, manage and promote a range of play and recreational activities which are in the best interests of the individual child/young person

Learning outcome:

15. Promote developing and maintaining social relationships and involvement in the local community

Assessment criteria

15.1 Lead, manage and promote practice which enables children and young to engage in social relationships, community activities and positive support networks

Learning outcome:

16. Support social and economic well-being (including not living in poverty)

Assessment criteria

16.1 Lead, manage and promote practice which supports young people looked after and young people leaving care in achieving social and economic well-being

Learning outcome:

17. Support access to accommodation and environment

Assessment criteria

17.1 Work with other professionals and technology suppliers to assess and use technology in ways that promote the safety, independence and well-being of children and young people

17.2 Lead, manage and support placements out of a child’s local authority area that match the specific needs and resources of the child/young person, including access to;

o appropriate education resources

o primary and secondary health care


Unit 518 Lead work with children who are looked after


Glossary Aspects of maturity - physical and sexual maturity; emotional maturity; cognitive maturity;

individuation and identity; social maturity

Common characteristics of periods of transition - anticipation of the future; feelings of loss

for the previous ‘stage’; anticipation and anxiety about the future; ambiguity about status

during the transition period.

Different aspects of well-being - to include

promotion of physical, intellectual, emotional, social and behavioural development

protection from abuse and neglect

promotion of physical and mental health and emotional well-being

maintenance or development of family or other significant personal relationships

involvement in education, training and recreation activities

development and maintenance of social relationships and involvement in the local

community

social and economic well-being (including not living in poverty)

living in suitable accommodation

Different types of attachment - secure; insecure avoidant; insecure ambivalent; disorganised.

Effective safeguarding practice - to include practice which:

is consistent with legislation, national policies and Codes of Conduct and Practice

recognises the factors, situations and actions that could lead or contribute to harm,

abuse or neglect

responds appropriately to, records and reports concerns related to safeguarding

reflects collaborative decision making and effective interagency working

recognises the importance of advocacy in relation to safeguarding

Environment - this would include:

They physical layout and design of the home

Personal space and communal areas

Homely, welcome and comfortable surroundings

Outdoor spaces

‘Permanence’ for children and young people looked after and its dimensions - emotional

permanence (attachment); physical permanence (stability); and legal permanence (who has

parental responsibility)

Potential placement options - within family and friends care; with a parent, person with

parental responsibility or in whose favour a child arrangement order has been made; with a

relative, friend or connected person; with unrelated local authority foster carers; with an


independent fostering agency; with a prospective adopter (‘foster to adopt’); in a children’s

home; and in ‘other arrangements’ including supported lodgings, supported living

arrangements, residential special schools and independent accommodation with floating

support

Practical ways - to include:

Non fluent Welsh learners learning and using simple phrases The physical environment reflects and promotes Welsh culture and language Signage in the service helps to orientate Welsh-speaking users There are sufficient numbers of TVs and radios to allow people to watch/listen in the

medium of Welsh Welsh language books, newspapers and magazine are, or can be made, available for

Welsh speaking users Pictures/photographs are available for use in activities and reminiscence work Notices, leaflets and other information is displayed and provided bilingually

Restrictive practices - include a wide range of activities that stop individuals from doing

things that they want to do or encourage them to do things they don’t want to do. They can

be very obvious or very subtle. They should be understood as part of a continuum, from

limiting choice, to a reactive response to an incident or an emergency, or if someone is going

to seriously harm themselves

Transitions: these could include people moving into or out of service provision, births, deaths,

marriages, employment, redundancy, retirement, transferring between education

establishments, physical changes such as the onset of puberty, moving into adulthood,

moving between activities and environments

Related legislation and guidance United Nations Convention on the Rights of the Child

http://www.childreninwales.org.uk/policy/un-convention/

The Rights of Children and Young People (Wales) Measure 2011

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub http://www.ccwales.org.uk/the-act/

Regulation and Inspection of Social Care (Wales) Act 2016 – Information and Learning Hub http://www.ccwales.org.uk/regulation-and-inspection-of-social-care-wales-act-2016/

Social Services and Well-being (Wales) Act 2014 Part 6 Code of Practice (Looked After and Accommodated Children) http://gov.wales/docs/phhs/publications/160106pt6en.pdf

Social Services and Well-being (Wales) Act 2014 Working Together to Safeguard People Volume 1 – Introduction and Overview – Statutory Guidance http://gov.wales/docs/phhs/publications/160404part7guidevol1en.pdf

Social Services and Well-being (Wales) Act 2014 Working Together to Safeguard People Volume 2 – Child Practice Reviews – Statutory Guidance http://www.ccwales.org.uk/edrms/158025/

Care Planning, Placement and Case Review (Wales) Regulations 2015

Code of Professional Practice for Social Care Workers and related resources http://www.ccwales.org.uk/code-of-professional-practice/

Practice Guidance for Social Care Managers Registered with the Care Council for Wales http://www.ccwales.org.uk/edrms/156619/

http://www.childreninwales.org.uk/policy/un-convention/

http://www.ccwales.org.uk/the-act/

http://www.ccwales.org.uk/regulation-and-inspection-of-social-care-wales-act-2016/

http://www.ccwales.org.uk/regulation-and-inspection-of-social-care-wales-act-2016/

http://gov.wales/docs/phhs/publications/160106pt6en.pdf

http://gov.wales/docs/phhs/publications/160404part7guidevol1en.pdf

http://www.ccwales.org.uk/edrms/158025/

http://www.ccwales.org.uk/code-of-professional-practice/



Openness and honesty when things go wrong: the professional duty of candour Explanatory guidance for social care professionals registered with the Care Council for Wales http://www.ccwales.org.uk/edrms/157657/

Welsh Government (2016) When I am Ready – Good Practice Guide http://gov.wales/topics/health/publications/socialcare/guidance1/ready/?lang=en

More Than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care http://gov.wales/topics/health/publications/health/guidance/words/?lang=en

National Participation Standards

http://www.childreninwales.org.uk/policy-document/national-participation-standards-020212-w/

Welsh Government (2016) When I am Ready – Good Practice Guide http://gov.wales/topics/health/publications/socialcare/guidance1/ready/?lang=en

Children Act 1989, guidance and regulations http://www.legislation.gov.uk/ukpga/1989/41/contents

Children (Leaving Care) Act 2000 http://www.legislation.gov.uk/ukpga/2000/35/contents

Adoption and Children Act 2002 http://www.legislation.gov.uk/ukpga/2002/38/contents

National Minimum Standards and Regulations (Fostering) 2003 http://gov.wales/topics/health/publications/socialcare/guidance1/nmsfostering/?lang=en

Children Act 2004 http://www.legislation.gov.uk/ukpga/2004/31/contents

Children and Young Person’s Act 2008 http://www.legislation.gov.uk/ukpga/2008/23/contents

All Wales child protection procedures http://www.childreninwales.org.uk/our-work/safeguarding/wales-child-protection-procedures-review-group/

Welsh Government - Delegated Authority for Foster Carers http://gov.wales/topics/health/publications/socialcare/guidance1/delegatedauthority/?lang=en

Baker C. (2017) Care Leaver Transitions, Research in Practice

Barnardo’s (2016) Care Leavers Accommodation and Support Framework http://www.barnardos.org.uk/care_leavers_accom_and_support_framework.pdf.

Bazalgette L, Rahilly R and Trevelyan G (2015) Achieving Emotional Stability for Looked After Children, NSPCC https://www.nspcc.org.uk/globalassets/documents/research-reports/achieving-emotional-wellbeing-for-looked-after-children.pdf

Brandon M. and Sidebotham P. Research in Practice - Serious Care Reviews – Triennial Analysis https://www.rip.org.uk/resources/webinar-recordings/serious-case-reviews-messages-from-the-triennial-analysis/

Care and Social Services Inspectorate Wales (2015) Inspection of safeguarding and care planning for looked after children and care leavers who exhibit vulnerable or risky behaviours: National Report http://cssiw.org.uk/our-reports/national-thematic-report/2014/safeguarding-and-care-planning-of-looked-after-children-and-care-leavers/?lang=en

CASCADE Health, health behaviours and health promoting services for care leavers: Perspectives of young people and LAC nurses http://sites.cardiff.ac.uk/cascade/files/2014/10/Briefing-4.pdf


http://gov.wales/topics/health/publications/socialcare/guidance1/ready/?lang=en

http://gov.wales/topics/health/publications/health/guidance/words/?lang=en



http://gov.wales/topics/health/publications/socialcare/guidance1/ready/?lang=en

http://www.legislation.gov.uk/ukpga/1989/41/contents



http://gov.wales/topics/health/publications/socialcare/guidance1/nmsfostering/?lang=en

http://gov.wales/topics/health/publications/socialcare/guidance1/nmsfostering/?lang=en



http://www.childreninwales.org.uk/our-work/safeguarding/wales-child-protection-procedures-review-group/

http://www.childreninwales.org.uk/our-work/safeguarding/wales-child-protection-procedures-review-group/

http://gov.wales/topics/health/publications/socialcare/guidance1/delegatedauthority/?lang=en

http://gov.wales/topics/health/publications/socialcare/guidance1/delegatedauthority/?lang=en

http://www.barnardos.org.uk/care_leavers_accom_and_support_framework.pdf

https://www.nspcc.org.uk/globalassets/documents/research-reports/achieving-emotional-wellbeing-for-looked-after-children.pdf

https://www.nspcc.org.uk/globalassets/documents/research-reports/achieving-emotional-wellbeing-for-looked-after-children.pdf

https://www.rip.org.uk/resources/webinar-recordings/serious-case-reviews-messages-from-the-triennial-analysis/

https://www.rip.org.uk/resources/webinar-recordings/serious-case-reviews-messages-from-the-triennial-analysis/

http://cssiw.org.uk/our-reports/national-thematic-report/2014/safeguarding-and-care-planning-of-looked-after-children-and-care-leavers/?lang=en



http://sites.cardiff.ac.uk/cascade/files/2014/10/Briefing-4.pdf


CASCADE (2014) Exploring the educational experiences and aspirations of Looked After Children and young people (LACYP) in Wales http://sites.cardiff.ac.uk/cascade/files/2014/10/Briefing-7.pdf

Children in Wales (2015) A Vision for Looked After Childrens Care in Wales 2016-2020 http://www.childreninwales.org.uk/wp-content/uploads/2015/09/A-Vision-for-Looked-after-Children-final-briefing-for-Manifestos-with-logos-bilingual.pdf

Children in Wales (2017) Health and Well-being Guides for Care Experienced Young People http://www.childreninwales.org.uk/news/news-archive/launch-health-well-guides-care-experienced-young-people/

Children’s Commissioner for Wales (2016) The Right Care: Children’s Rights in Residential Care in Wales https://www.childcomwales.org.uk/wp-content/uploads/2016/06/The-right-care.pdf

Children’s Commissioner for Wales (2017) Hidden Ambitions: Wales’ Commitment to Young People Leaving Care https://www.childcomwales.org.uk/wp-content/uploads/2017/02/Hidden-Ambitions.pdf

Cordis Bright (2013) Research on differences in the looked after children population in Wales

Crossfields Institute (2016) Qualification Specification: Level 3 Diploma in Social Pedagogy

Fostering Network – Head, Heart and Hands: exploring the impact of introducing social pedagogy in foster care

https://www.thefosteringnetwork.org.uk/policy-practice/projects-and-programmes/head-heart-hands

Fostering Network (2016) State of the Nation’s Foster Care https://www.thefosteringnetwork.org.uk/policy-practice/policies/state-nations-foster-care-2016

Fostering Network - Foster Carers Charter https://www.thefosteringnetwork.org.uk/policy-practice/policies/foster-carers-charter

Hanson E. and Holmes D. (2015) That Difficult Age: Developing a more effective response to risks in adolescence, Research in Practice

Independent Inquiry into Child Sexual Abuse (England and Wales) https://www.iicsa.org.uk/

Child Sexual Exploitation: Problems and Solutions from the perspectives of young people and professionals http://sites.cardiff.ac.uk/cascade/files/2014/10/Briefing-3.pdf

Law Wales (2016) Leaving Care and Services for Care Leavers

Looked After Children Network – Charter for Looked After Children and Young People and Care Leavers.

Macur Review (2016) An independent review of the Tribunal of Inquiry into the abuse of children in care in the former county council areas of Gwynedd and Clwyd in North Wales since 1974 (Redacted Version) https://www.gov.uk/government/publications/the-report-of-the-macur-review

Mannay et al (2015) Understanding the educational experiences and opinions, attainment, achievement and aspirations of looked after children in Wales CASCADE http://sites.cardiff.ac.uk/cascade/looked-after-children-and-education/

National Audit Office (2015) Care Leaver’s Transitions to Adulthood

https://www.nao.org.uk/wp-content/uploads/2015/07/Care-leavers-transition-to-adulthood.pdf


http://www.childreninwales.org.uk/wp-content/uploads/2015/09/A-Vision-for-Looked-after-Children-final-briefing-for-Manifestos-with-logos-bilingual.pdf

http://www.childreninwales.org.uk/wp-content/uploads/2015/09/A-Vision-for-Looked-after-Children-final-briefing-for-Manifestos-with-logos-bilingual.pdf

http://www.childreninwales.org.uk/news/news-archive/launch-health-well-guides-care-experienced-young-people/

http://www.childreninwales.org.uk/news/news-archive/launch-health-well-guides-care-experienced-young-people/

https://www.childcomwales.org.uk/wp-content/uploads/2016/06/The-right-care.pdf

https://www.childcomwales.org.uk/wp-content/uploads/2016/06/The-right-care.pdf

https://www.childcomwales.org.uk/wp-content/uploads/2017/02/Hidden-Ambitions.pdf

https://www.childcomwales.org.uk/wp-content/uploads/2017/02/Hidden-Ambitions.pdf



https://www.thefosteringnetwork.org.uk/policy-practice/policies/state-nations-foster-care-2016

https://www.thefosteringnetwork.org.uk/policy-practice/policies/state-nations-foster-care-2016

https://www.thefosteringnetwork.org.uk/policy-practice/policies/foster-carers-charter

https://www.thefosteringnetwork.org.uk/policy-practice/policies/foster-carers-charter

https://www.iicsa.org.uk/



http://law.gov.wales/publicservices/social-care/Local-authority-responsibilities/responsibilities-children/leaving-care/?lang=en#/publicservices/social-care/Local-authority-responsibilities/responsibilities-children/leaving-care/?tab=overview&lang=en

https://www.gov.uk/government/publications/the-report-of-the-macur-review

http://sites.cardiff.ac.uk/cascade/looked-after-children-and-education/




Narey, M. (2016) Independent Review of Children’s Residential Care in England https://www.gov.uk/government/publications/childrens-residential-care-in-england

Public Health Wales (2016) Adverse Childhood Experiences http://www.cph.org.uk/wp-content/uploads/2016/01/ACE-Report-FINAL-E.pdf

Social Care Wales (internal) Emerging Draft Qualifications Framework Residential Child Care Practitioners and Managers – paper copy

Social Care Wales (2016) Raising the Profile: Workforce Plan for Residential Child Care Workforce – paper copy

Social Care Wales (2015) Notes of Knowledge Exchange Day Sept 20015

Social Care Wales - The Residential Child Care Worker – Practice Guidance http://www.ccwales.org.uk/edrms/156539/

Social Care Wales - The Profile of Residential Child Care Managers and Workers in Wales 2016 http://www.ccwales.org.uk/profiles-of-the-registered-workforce/

Social Care Wales – Code of Professional Practice for Social Care

Social Care Wales (2011) A training and Learning Strategy – 2011 - a framework for continuing professional development for residential child care workers and managers

Social Pedagogy UK http://www.socialpedagogyuk.com/index.php?option=com_content&task=view&id=2&Itemid=1

Stats Wales - Adoptions, outcomes and placements for children looked after by local authorities http://gov.wales/statistics-and-research/adoptions-outcomes-placements-children-looked-after/?lang=en

Raws R. (2016) Understanding Adolescent Neglect: Troubled Teens, The Children’s Society

https://www.childrenssociety.org.uk/sites/default/files/troubled-teens-full-report-final.pdf

Therapeutic Care Journal (2017) Care Leavers and Health

Warrington C. (2016) Young person-centred approaches in child sexual exploitation – promoting participation and building self-efficacy, Research in Practice

Welsh Government - National Action Plan to Tackle Child Sexual Exploitation (Wales) Safeguarding children and young people from sexual exploitation - Supplementary guidance to safeguarding children: Working together under The Children Act 2004

http://gov.wales/topics/health/socialcare/safeguarding/?lang=en

Welsh Government (2016) Raising the ambitions and educational attainment of children who are looked after in Wales http://gov.wales/topics/educationandskills/schoolshome/deprivation/educational-attainment-of-looked-after-children/?lang=en

Welsh Government (2016) Raising the ambitions and educational attainment of children who are looked after in Wales http://gov.wales/topics/educationandskills/schoolshome/deprivation/educational-attainment-of-looked-after-children/?lang=en

Welsh Assembly (2016) Will Outcomes for Looked After Children improve during the Fifth Assembly? – briefing paper https://assemblyinbrief.wordpress.com/2016/06/24/will-outcomes-for-looked-after-children-improve-during-the-fifth-assembly/

Welsh Assembly (2017) Report of the inquiry into statutory advocacy provision

https://www.gov.uk/government/publications/childrens-residential-care-in-england

http://www.cph.org.uk/wp-content/uploads/2016/01/ACE-Report-FINAL-E.pdf

http://www.cph.org.uk/wp-content/uploads/2016/01/ACE-Report-FINAL-E.pdf


http://www.ccwales.org.uk/profiles-of-the-registered-workforce/

http://www.socialpedagogyuk.com/index.php?option=com_content&task=view&id=2&Itemid=1

http://www.socialpedagogyuk.com/index.php?option=com_content&task=view&id=2&Itemid=1

http://gov.wales/statistics-and-research/adoptions-outcomes-placements-children-looked-after/?lang=en

http://gov.wales/statistics-and-research/adoptions-outcomes-placements-children-looked-after/?lang=en



http://gov.wales/docs/dhss/publications/160225childseapen.pdf

http://gov.wales/docs/dhss/publications/160225childseapen.pdf

http://gov.wales/docs/dhss/publications/policy/110107guidanceen.pdf



http://gov.wales/topics/health/socialcare/safeguarding/?lang=en

http://gov.wales/topics/educationandskills/schoolshome/deprivation/educational-attainment-of-looked-after-children/?lang=en




https://assemblyinbrief.wordpress.com/2016/06/24/will-outcomes-for-looked-after-children-improve-during-the-fifth-assembly/

https://assemblyinbrief.wordpress.com/2016/06/24/will-outcomes-for-looked-after-children-improve-during-the-fifth-assembly/


Children, Young People and Education Committee – Report of the inquiry into statutory advocacy provision, 07/02/17 [W]

http://www.childreninwales.org.uk/policy-document/children-young-people-education-committee-report-inquiry-statutory-advocacy-provision-070217-w/

http://www.childreninwales.org.uk/policy-document/children-young-people-education-committee-report-inquiry-statutory-advocacy-provision-070217-w/


Unit 545 Lead work with children with disabilities

Level: 5

Unit Summary: This unit will provide learners with the knowledge and skills to lead and manage the care and support of children with disabilities. Learners will lead practice that promotes active participation and social inclusion, allowing children to participate in a range of meaningful activities to support them to achieve positive outcomes.

Learning outcome:

1. Embed legislation, national policies and codes of conduct and practice that underpin health and social care and support children with a disability

Assessment criteria

1.1 Evaluate the impact of legislation, policy and practice on the quality of the Social Services and Well-being (Wales) Act and any specific guidance on services for children with disabilities

1.2 Lead practice that embed the principles and values of the Social Services and Well-being (Wales) Act and any specific policy guidance on services for children with disabilities

Learning outcome:

2. Promote the use of rights based approaches and positive risk taking when working with children with disabilities

Assessment criteria

2.1 Evaluate the impact of a rights based approach on the quality of life of children with disabilities

2.2 Evaluate the design and delivery of the service to ensure that it promotes social inclusion

2.3 Monitor and evaluate the level of participation of children with disabilities

2.4 Lead practice that supports the participation of children with disabilities in meaningful activities

2.5 Oversee the use of risk assessments that support children to take positive risks

Learning outcome:

3. Lead and manage practice that supports children with a disability to achieve positive outcomes

Assessment criteria

3.1 Develop personal plans to promote outcomes that are important to children with disabilities

3.2 Oversee the use of risk assessments to support children safely achieve goals and what matters to them


3.3 Oversee the use of strategies to support children develop independence both in home and learning environments

3.4 Support others to facilitate the use of assistive technology

3.5 Evaluate the effectiveness of support provided for children with a disability

Learning outcome:

4. Lead and manage practice that activiely involves families and carers in the support of children with disabilities

Assessment criteria

4.1 Involve families and cares in activities that support the learning and development of children with a disability

4.2 Involve families and carers in the planning and review of a child’s personal care plan

4.3 Provide additional support and guidance to families and carers where appropriate


Unit 545 Lead work with children with disabilities


Glossary Assistive technology - mobility aids, such as wheelchairs, scooters, walkers, canes, crutches, prosthetic devices, and orthotic devices, to enhance their mobility, Hearing aids, computer or electrical assistive devices, Tele care and Tele health Valued range of meaningful activities - the balance of activities that contribute to a good

quality of life for individuals, incorporating vocational, domestic, personal, leisure, educational

and social activities

Related NOS SS OP 3.3 Support individuals with multiple conditions and/or disabilities

SCDHSC0344 Support individuals to retain, regain and develop skills to manage their daily living

SCDHSC0027 Support individuals in their daily living

Related legislation and guidance Disability Discrimination Act 1995

Social Services and Well Being (Wales) Act 2014

CSSIW ‘Above and Beyond’ National Review of domiciliary care in Wales 2016

The Code of Professional Practice for Social Care Workers

Well-being statement for people who need care and support and carers who need support WG 2016

The Welsh Physical Disability Alliance

Special Educational Needs and Disability Act 2001

Disability Discrimination Act 2005

Disability Rights Commission

Equality Act 2010

The Code of Professional Practice for Social Care and associated resources

Positive Approaches: Reducing Restrictive Practices in Social Care

Human Rights Act 1998

More Than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care

Maximising the potential of Physical Disability SCIE May 2013



Unit 552 Lead work with individuals with a mental health diagnosis

Level: 5

Unit Summary: This unit provides learners with the practical skills to lead and manage work with individuals with a mental health diagnosis.

Learning outcome:

1. Lead and manage practice that promotes well-being in mental health services

Assessment criteria

1.1 Evaluate the impact of early diagnosis on individuals with a mental health diagnosis

1.2 Critically analyse factors that can impact on well-being

1.3 Support others to understand the potential impact of mental ill-health

1.4 Manage practices that promote self-recovery

1.5 Manage and maintain services that promote individuals with a mental health diagnosis to engage in meaningful activities that meets their needs

1.6 Lead practice that supports individuals to use reflection as part of their recovery

Range

Factors - Environment, physical well being, heritage, background, socio-economics, ethnic origin

Learning outcome:

2. Know how Legislation and National policies impact service provision for individuals with a mental health diagnosis in Wales

Assessment criteria

2.1 Analyse the impact of key legislation and national policies that underpin the provision of mental health care and support

2.2 Critically evaluate the impact of Welsh national strategy for supporting individuals with a mental health diagnosis

2.3 Evaluate the importance of leading practice that encompasses key legislation and national policies

2.4 Review and evaluate how the role of the Independent Mental Health Advocate contributes to the implementation of the Mental Health Act (2007)

Range

National policy and legislation -Including the Mental Health Measure for Wales, Mental

Health Act (2007), Social Services and Well-being Act (Wales) 2014


Learning outcome:

3. Lead, manage and promote practice that embeds legislation, national policies and guidance within mental health care services in Wales

Assessment criteria

3.1 Lead provision that supports others to follow legislation and national policies relating to the care and support of individuals with a mental health diagnosis

3.2 Support others to understand the prevalence rates and demographic factors of mental ill health in Wales

3.3 Promote practice that upholds the codes of professional practice when supporting individuals with a mental health diagnosis

Learning outcome:

4. Understand the different models of support for individuals with a mental health diagnosis

Assessment criteria

4.1 Research a range of models of treatment currently used in Wales to support individuals with a mental health diagnosis

4.2 Compare models of treatment for their effectiveness

4.3 Research and analyse current trends in the care and treatment of individuals with a mental health diagnosis in Wales

Range

Models - medical model, social model, recovery model

Learning outcome:

5. Promote practice that embeds a rights based approach when supporting individuals with a mental health diagnosis

Assessment criteria

5.1 Evaluate the impact of rights based approaches to individuals with a mental health diagnosis

5.2 Lead practice that ensures participation in choices and decisions for people with a mental health diagnosis

Learning outcome:

6. Lead practice that encourages positive risk taking in individuals with a mental health diagnosis

Assessment criteria

6.1 Critically evaluate the use of risks assessments in enabling recovery for individuals with a mental health diagnosis

6.2 Manage and review the use of risk assessments that support individuals with a mental health diagnosis to take positive risks

6.3 Promote a culture of positive risk taking


Learning outcome:

7. Lead practice that develops positive approaches to reduce restrictive practice when working in mental health services

Assessment criteria

7.1 Critically review models of restrictive practice and their impact on individuals with a mental health diagnosis

7.2 Evaluate alternatives to restrictive practice

7.3 Lead practice that develops strategies to promote positive behavior

7.4 Promote practice that ensures a person-centred approach when using restrictive practices

Learning outcome:

8. Lead practice that manages the impact of change and transitions in mental health services

Assessment criteria

8.1 Manage practices and procedures that ensure smooth transitions between different settings and services

8.2 Outline local organisations who support individuals with a mental health diagnosis

8.3 Manage partnership working with local organisations

8.4 Promote the use of Welsh language and culture specifically relating to mental health


Unit 558 Lead and manage positive approaches to behaviour support

Level: 5


Learning outcome:

1. Embed legislation, policy, codes of practice and guidance that support positive approaches to behaviour support to reduce restrictive practices

Assessment criteria

1.1 Evaluate the influence of current legislation and guidance on service provision

1.2 Analyse the six key organisational strategies for reducing restrictive practices

1.3 Promote understanding of legislative requirements, policies and guidance for using positive approaches

1.4 Lead ethical and values based approaches in working with individuals

1.5 Develop staff as practice leaders 1.6 Contribute directly to the development and review of organizational strategies and

policies for positive approaches to reduce restrictive practices 1.7 Monitor the use of restrictive practices and effectiveness of positive approaches 1.8 Conduct post-incident reviews promptly, accurately and sensitively and contribute to

organisational learning

Learning outcome:

2. Achieve well-being for individuals being supported by services

Assessment criteria

2.1 Promote positive approaches to achieve wellbeing outcomes for individuals

2.2 Use a variety of methods to assess wellbeing outcomes for individuals, such as the PBS Standards for Wales Measure

2.3 Assist individuals to improve wellbeing outcomes e.g. through supported employment opportunities, educational opportunities, annual health checks, housing, increasing choice

Learning outcome:

3. Empower individuals to have a voice in, and control over the support to help them achieve wellbeing outcomes

Assessment criteria

3.1 Use risk assessment positively to balance rights, responsibilities and perceived risks 3.2 Promote the understanding of behaviour and the functions of behaviour 3.3 Promote the voice and control of individuals and their advocates


3.4 Ensure accurate record keeping to support assessment of behaviours

Learning outcome:

4. Involve people as equal partners in their own care planning and services delivery

Assessment criteria

4.1 Develop networks of support around individuals 4.2 Establish innovative communication and organizational systems that support the co-

production of service supports 4.3 Facilitate all stakeholders’ co-production of functional assessments and Positive

Behavioural Support Plans

Learning outcome:

5. Understand the use of prevention and intervention to support positive behaviour, promote wellbeing and avoid crisis

Assessment criteria

5.1 Explain the need to design interventions on holistic and systematic assessment of individuals’ needs and functions of behaviour

5.2 Identify the strategies for implementing behavioural support plans including the three-stage training model to achieve verbal competence, role play competence and in situ competence

5.3 Describe the pivotal role of interactive training in influencing work performance 5.4 Describe the role of practical leadership in establishing and maintaining service quality 5.5 Analyse the use of positive monitoring for checking implementation fidelity

Learning outcome:

6. Use prevention and intervention to support positive behaviour, promote wellbeing and avoid crisis

Assessment criteria

6.1 Use role modelling to ensure staff implement primary and secondary prevention strategies accurately

6.2 Coach staff in situ in how to interact positively with the individuals that support 6.3 Lead and monitor the planning of daily activities 6.4 Ensure a range of activities for individuals to achieve a good quality, typical lifestyle 6.5 Identify and remove environmental or other barriers to participation 6.6 Positively monitor service quality by observing staff in working environment and

providing positive and constructive feedback to improve staff performance 6.7 Ensure behavioural support plans are accurately and consistently implemented 6.8 Monitor the use of primary and secondary intervention strategies

Learning outcome:

7. Promotoe ethical reactive strategies to manage behavioural incidents and the support of individuals, workers, carers and others following an incident of challenging behviour


Assessment criteria

7.1 Promote the use of least restrictive ethical strategies 7.2 Analyse and report the use of restrictive strategies 7.3 Reflect on learning from incidents of challenging behavior and implement any changes

needed for approaches of practice

Learning outcome:

8. Review positive approaches and the use of restrictive practices and interventions

Assessment criteria

8.1 Summarise, analyse and compare data from service records 8.2 Compile evidence-based reports for review by Multiple Disciplinary Team 8.3 Provide feedback to a range of stakeholders

Learning outcome:

9. Promote strong partnership and team working within and between agencies and organisations

Assessment criteria

9.1 Explain the role of key external specialists 9.2 Access external specialists and involve them in the development and delivery of positive

approaches to behavior support 9.3 Facilitate effective partnership working


Unit 558 Lead and manage positive approaches to behaviour support


Glossary Six key organisational strategies for reducing restrictive practices -

Leadership: service mission, philosophy and values that promote positive approaches and restraint reduction plans

Performance Measurement to assess the effectiveness of restraint reduction strategies and key outcomes for individuals

Learning and Development to ensure staff have the knowledge and skills understand and prevent crisis behaviour

Personalised Support tailored to individual needs and preferences Effective communication between all stakeholders with the full involvement of

individuals and their carers Continuous improvement with learning from post-incident reviews routinely

embedded into organizational management and development


Unit 565 Lead work with individuals with sensory loss

Level: 5

Unit Summary: This unit provides learners with the understanding and skills to manage a service for individuals with sensory loss.

The learner will support staff to carry out, and evaluate assessments, using the results to plan and provide support to meet the needs of individuals with sensory loss.

Learning outcome:

1. Lead, manage and promote practice which demonstrates awareness of sensory loss

Assessment criteria

1.1 Support others to recognise signs of sensory loss

1.2 Promote practice which demonstrates an awareness of sensory loss

Learning outcome:

2. Lead practice that embeds legislation, policy and codes of practice related to sensory loss provision in Wales

Assessment criteria

2.1 Promote practice that embeds the principles and values of the Social Services and Well-Being (Wales) Act and any specific legislative guidance

Learning outcome:

3. Promote the rights based approaches that support sensory loss

Assessment criteria

3.1 Lead practice which promotes and embeds a rights-based approach into those providing sensory services

3.2 Review and evaluate rights based approaches for supporting individuals

3.3 Use appropriate and effective systems for assessing and monitoring positive risk taking

Learning outcome:

4. Lead and manage positive relationships and professional boundaries

Assessment criteria

4.1 Promote practice that supports individuals with sensory loss to develop and maintain positive relationships whilst maintaining professional boundaries


4.2 Promote practice which reflects the principles and values of relationship centred working

Learning outcome:

5. Support individuals with sensory loss to communicate

Assessment criteria

5.1 Evaluate the suitability of a range of communication methods to meet the needs of individuals

5.2 Promote practice which ensures that individuals are able to communicate in their preferred language and/or using preferred communication methods

5.3 Advise individuals and others about specialist communication support and services and how to access them

Learning outcome:

6. Promote positive health and well-being for individuals with sensory loss

Assessment criteria

6.1 Analyse services that promote the health and well-being of individuals with sensory loss

6.2 Enable collaboration with other professionals, carers, family members and friends to promote and support the health and well-being of individuals with sensory loss

6.3 Promote practice that supports individuals with sensory loss to build resilience

Learning outcome:

7. Manage the process of assessment, Care and Support Planning and Review

Assessment criteria

7.1 Explain the importance of assessment in planning an individual’s care and support

7.2 Support others to carry out assessments for individuals with sensory loss

7.3 Evaluate the need for regular reviews of care and support plans

7.4 Involve individuals in assessment planning and review of care

Learning outcome:

8. Manage the use of aids, adaptions and techniques to promote independence for individuals with sensory loss

Assessment criteria

8.1 Support staff to use a range of aids and adaptions for individuals with sensory loss

8.2 Support staff to use a range of techniques and principles to support individuals to navigate their environments independently


Unit 565 Lead work with individuals with sensory loss


Evidence requirements Observation of learners supporting staff to carry out assessments

Observation of learners supporting staff with the use of aids and adaptions, and other techniques with individuals with sensory loss

Documentation and records must be completed clearly, accurately and legibly.

Witness testimonies can be used to support evidence recorded by observation

Glossary The different forms of sensory loss –

People who are deaf

People who are culturally deaf (British Sign language Users)

People with hearing loss

People with hearing loss who are losing their sight

People who are deafened

People with tinnitus

People who are blind since birth

People with sight loss at later stages

People with sight loss who are losing their hearing

People who are blind and partially sighted

People who are congenitally deafblind

People with acquired dual sensory loss

People with loss of taste, smell and touch

People with multi-sensory impairments

Others – staff, families, friends, carers

Carers – carers would include any person over 18 who provides or intends to provide care or

support to another adult who needs care. This includes emotional care and support as well as

physical.

Different aspects of well-being –

Physical and mental health and emotional well-being

Protection from abuse and neglect

Education, training and recreation

Domestic, family and personal relationships

The importance of being able to participate and contribute to society

Respecting and securing rights and entitlements

Achieving social and economic well-being

Having suitable living accommodation


Control over day to day life and participating in work

Communication methods – including oral, British sign language (BSL), Sign Supported English

(SSE), Cued Speech, etc. Assistive Technology

Related NOS Develop your own professional practice and promote awareness of vision impairment

issues

Develop your own professional practice and promote awareness of hearing impairment, deaf issues and cultural communication needs

Develop your own professional practice and promote awareness of deafblind issues

Related legislation and guidance Action on Hearing Loss Cymru

https://www.actiononhearingloss.org.uk/about-us/wales.aspx

Action on Hearing Loss Cymru, RNIB Cymru and Sense Cymru - Population Needs Assessments – Sensory Loss https://www.sense.org.uk/sites/default/files/Population%20Needs%20Assessments%20-%20Sensory%20Loss.docx

ADASS (2016) Position statement on vision rehabilitation http://www.vision2020uk.org.uk/adass-updates-position-statement-on-vision-rehabilitation-in-collaboration-with-vision-2020-uk-and-rnib/

Cardiff University (2016) Depression in Visual Impairment Trial (DEPVIT) https://orca.cf.ac.uk/93372/10/i1552-5783-57-10-4247%20%281%29.pdf

National Deaf Childrens Society Cymru http://www.ndcs.org.uk/family_support/support_in_your_area/wales/

Welsh Government (2017) Sensory Health: Eye Care and Hearing Statistics

http://gov.wales/statistics-and-research/eye-care/?lang=en

RNIB Cymru

http://www.rnib.org.uk/wales-cymru-1

RNIB Sight Loss Data Tool

http://www.rnib.org.uk/knowledge-and-research-hub-key-information-and-

statistics/sight-loss-data-tool

RNIB (2016) 10 Principles of Good Practice in Vision Rehabilitation

http://www.rnib.org.uk/professionals-social-care-professionals-complex-

needs-social-care/rehabilitation-workers

RNIB Evidence based reviews:

Children and Young People in Wales – 2016

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20CYP%

20-%20Wales%20-%20Eng-A.pdf

People of working age in Wales – 2016

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20Worki

ng%20Age%20Wales%20-%20Eng-B.pdf

https://www.actiononhearingloss.org.uk/about-us/wales.aspx

https://www.sense.org.uk/sites/default/files/Population%20Needs%20Assessments%20-%20Sensory%20Loss.docx

https://www.sense.org.uk/sites/default/files/Population%20Needs%20Assessments%20-%20Sensory%20Loss.docx

http://www.vision2020uk.org.uk/adass-updates-position-statement-on-vision-rehabilitation-in-collaboration-with-vision-2020-uk-and-rnib/

http://www.vision2020uk.org.uk/adass-updates-position-statement-on-vision-rehabilitation-in-collaboration-with-vision-2020-uk-and-rnib/

https://orca.cf.ac.uk/93372/10/i1552-5783-57-10-4247%20%281%29.pdf

http://www.ndcs.org.uk/family_support/support_in_your_area/wales/

http://gov.wales/statistics-and-research/eye-care/?lang=en

http://www.rnib.org.uk/wales-cymru-1

http://www.rnib.org.uk/knowledge-and-research-hub-key-information-and-statistics/sight-loss-data-tool

http://www.rnib.org.uk/knowledge-and-research-hub-key-information-and-statistics/sight-loss-data-tool

http://www.rnib.org.uk/professionals-social-care-professionals-complex-needs-social-care/rehabilitation-workers

http://www.rnib.org.uk/professionals-social-care-professionals-complex-needs-social-care/rehabilitation-workers

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20CYP%20-%20Wales%20-%20Eng-A.pdf

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20CYP%20-%20Wales%20-%20Eng-A.pdf

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20Working%20Age%20Wales%20-%20Eng-B.pdf

http://www.rnib.org.uk/sites/default/files/Evidence%20Based%20Review%20Working%20Age%20Wales%20-%20Eng-B.pdf


People with sight loss in later life -

2015http://www.rnib.org.uk/sites/default/files/Evidence-

based%20review%20later%20life%20FINAL.pdf

Sense Cymru

https://www.sense.org.uk/publications-categories/sense-cymru

Sense – Regional Data of Future Deafblind Population

https://www.sense.org.uk/content/regional-data-future-deafblind-population

Social Care Wales Learning and Information Hub – Working with Deafblind People

(resource developed by SENSE Cymru)

https://socialcare.wales/hub/hub-resource-sub-categories/working-with-deafblind-

people

http://www.rnib.org.uk/sites/default/files/Evidence-based%20review%20later%20life%20FINAL.pdf

http://www.rnib.org.uk/sites/default/files/Evidence-based%20review%20later%20life%20FINAL.pdf

https://www.sense.org.uk/publications-categories/sense-cymru

https://www.sense.org.uk/content/regional-data-future-deafblind-population

https://socialcare.wales/hub/hub-resource-sub-categories/working-with-deafblind-people

https://socialcare.wales/hub/hub-resource-sub-categories/working-with-deafblind-people


Unit 571 Lead work with individuals who misuse substances

Level: 5


Learning outcome:

1. Embed legislation and national policies that underpin support for individuals who misuse substances

Assessment criteria

1.1 Critically evaluate the impact of legislation, policy and practice on the quality of life for individuals who misuse substances

1.2 Lead practice that embeds the principles and values of legislation and national policies and guidance for services working with individuals who misuse substances

Learning outcome:

2. Lead practice that promotes a rights based approach when working with individuals who misuse substances

Assessment criteria

2.1 Evaluate the impact of a rights based approach for services supporting individuals who misuse substances


2.3 Monitor and evaluate the level of participation of individuals who misuse substances

2.4 Lead practice that engages individuals in a range of meaningful activities

Learning outcome:

3. Lead practice that promotes person-centred approaches when working with individuals who misuse substances

Assessment criteria

3.1 Lead the implementation of person-centred planning for individuals who misuse substances

3.2 Oversee the review and evaluation of outcomes for individuals who misuse substances

3.3 Lead practice that actively promotes well-being of individuals

3.4 Work with families, friends and community networks to support and develop relationships with individuals who misuse substances


Learning outcome:

4. Lead and Manage the physical health care and ongoing support for individuals that misuse substances

Assessment criteria

4.1 Oversee the closure of individuals’ detoxification programmes 4.2 Support staff to access health and care support for individuals who misuse substances

Learning outcome:

5. Lead and manage the planning and review of individulas care plans

Assessment criteria

5.1 Support staff to plan and contribute to the assessment of individuals that misuse substance

5.2 Carry out assessments for individuals that misuse substances 5.3 Review and evaluate outcomes from assessments 5.4 Use assessment outcomes to contribute to care planning of individuals who misuse

substances 5.5 Review and evaluate individuals care plans 5.6 Support staff to contribute to the review of individuals care plans


Unit 576 Lead work with parents, families and carers

Level: 5

Unit Summary: This unit will provide learners with the practical skills to lead and manage work with parent’s families and carers. Learners will plan and deliver policy and practice to support parents, families and carers in their role and be able to identify and resolve any concerns.

Learning outcome:

1. Research current and planned initiatives available for parents, families and carers

Assessment criteria

1.1 Identify the key social, economic, political and ethical factors that impact on your provision, including barriers to access for children and young people and/or their parents, families and carers

1.2 Research relevant and up-to-date sources of information on the social, economic, political and ethical context in which your setting operates

1.3 Analyse relevant and up-to-date initiatives targeted at parents, families and carers

Range

Initiatives - parents as first teachers, positive parenting, universal credit, 30 free hours, families first

Learning outcome:

2. Consult on research findings with parents, families and carers and other key partners

Assessment criteria

2.1 Share research outcomes with relevant parents, families and carers and key partners in a way that will stimulate informed response

2.2 Evaluate the feedback received from parents, families and carers and key partners

2.3 Agree with parents, families and carers and key partners:

o the key social, economic, political and ethical factors that impact on service provision

o the initiatives that are most relevant to your organisation

o actions going forward

Range

Key partners - children and young people, colleagues, management committee, funders, local authorities

Initiatives - parents as first teachers, incredible years, positive parenting, universal credit, 30 free hours, families first


Learning outcome:

3. Be able to develop policy and practice to better support parents, families and carers in their roles

Assessment criteria

3.1 Evaluate the outcomes of relevant research and consultation

3.2 Review your organisation’s current framework of support and initiatives

3.3 Identify areas of organisational practice that could be improved to better address the needs of children and young people and their parents, families and carers with whom the organization works

3.4 Develop suggestions for improving policy and practice in a way that will influence and persuade key decision makers

3.5 Follow the organisation’s procedure for developing policy and practice

3.6 Establish with colleagues mutual support for each other’s roles and responsibilities

Range

Key decision makers - management committees, funders, local authorities,

regulators/inspection agencies

Colleagues - Senior Management team, operational team member(s), management committee, volunteers, students

Learning outcome:

4. Plan the delivery of policies and practices which support parents, families and carers in their roles

Assessment criteria

4.1 Engage in multi-agency working to effectively deliver initiatives to parents, families and carers in your local community

4.2 Establish effective working relationships with other professionals relevant to/ involved in the delivery of initiatives

4.3 Agree respective roles and responsibilities with other professionals

4.4 Develop common objectives and working arrangements with other professionals

4.5 Respect professional boundaries in relation to other professionals

4.6 Exchange relevant information with other professionals whilst respecting requirements for confidentiality

4.7 Maintain relationships with other professionals that reflect good practice, values and ethical requirements

4.8 Handle disagreements and complaints involving other professionals in line with organisational procedures and professional guidelines

4.9 Effectively advertise the initiative to the local community

Range

Initiatives - parents as first teachers, positive parenting, incredible years, universal credit, 30 free hours, support programs, training, information sessions, families first

Professionals - social workers, regulators/inspectors, initiative owners, others


Advertise - social media, word of mouth, leaflets, posters, multimedia (e.g. radio), community group meetings, information sessions

Learning outcome:

5. Implement delivery of policies and practices which support parents, families and carers in their roles

Assessment criteria

5.1 Initiate relationships with parents, families and carers and members of the local community

5.2 Demonstrate and encourage effective partnership working with parents, families and carers and members of the local community

5.3 Encourage parents, families and carers and members of the local community to engage in initiatives which will benefit them and their children and young people

5.4 Respect professional boundaries in relation to other parents, families and carers

5.5 Exchange relevant information with parents, families and carers whilst respecting requirements for confidentiality

5.6 Maintain relationships with parents, families and carers that reflect good practice, values and ethical requirements

5.7 Handle disagreements and complaints involving parents, families and carers in line with organisational procedures and professional guidelines

Range

Initiatives - parents as first teachers, positive parenting, incredible years, universal credit, 30 free hours, support programs, training, information sessions, families first

Learning outcome:

6. Be able to identify, manage and work to resolve causes for concern

Assessment criteria

6.1 Identify causes for concern within appropriate timeframes

6.2 Respect professional boundaries in relation to parents, families and carers when managing causes for concern

6.3 Exchange relevant information with parents, families and carers whilst respecting requirements for confidentiality when managing causes for concern

6.4 Maintain relationships with parents, families and carers that reflect good practice, values and ethical requirements when managing causes for concern

6.5 Work in partnership with parents, families and carers to develop and implement an action plan to resolve cause for concern

6.6 Handle disagreements and complaints when managing causes for concern involving parents, families and carers in line with organisational procedures and professional guidelines

Range

Causes for concern - late/non-payment of fees, child or young person behaviour concern, suspension of services, regular late collection Appropriate timeframes - before the matter becomes serious or long lasting


Relevant information: sources of support, information relating to the cause for concern, action plan going forward

Learning outcome:

7. Develop support policies and procedures for young carers

Assessment criteria

7.1 Research relevant and up-to-date sources of information on young carers in Wales and the wider UK

7.2 Analyse the information and its impact on children and young people’s social, physical, psychological and educational development

7.3 Analyse relevant and up-to-date initiatives for young carers

7.4 Develop and implement policies and procedures to identify young carers in your organisation

7.5 Support colleagues to identify and support young carers

Range

Sources of information - Children in Wales, Initiatives - Young Carers Awareness Day, families first Procedures - recording details of home situation, multi-agency liaison, emergency protocol/support for child or young person





Evidence requirements Observe the learner support the role of parents as their child’s first teacher and share

information with parents, families and carers on positive parenting programmes

Learners should work in partnership with parents, families and carers to resolve any causes for concern

Learners should promote and demonstrate good working relationships with parents, families and carers

Guidance for delivery 4.9 – The learner must advertise using social media and one other technique included in the

range

Related NOS SCDCCLD 0317 Engage with families in ways that encourage them to be involved

with their children’s learning and development

WWP01 Engage with parents to build and maintain effective supportive and empowering relationships.

WWP09 Operate within policy, legal, ethical and professional boundaries when working with families.

SCDCCLD 0417 Lead service providers in accessing information to support the care, learning and development of children

SCDCCLD 0408 Lead the physical, emotional and social development of children

Related legislation and guidance Social Services and Well Being (Wales) Act 2014

The Code of Professional Practice for Social Care Workers


Unit 589 Lead and manage inter-professional relationships

Level: 5

Unit Summary: This unit supports the learner to lead and manage inter-professional working arrangements within their setting. It provides the learner with the knowledge and skills to provide support for individuals and teams within their setting to promote positive outcomes developed as part of an agreed inter-professional working arrangement.

Learning outcome:

1. Understand the principles of inter-professional working

Assessment criteria

1.1 Describe the role of inter-professional working in the health and social care sectors

1.2 Identify the occasions when inter-professional working may be required to support an individual in a setting

1.3 Evaluate the ways that inter-professional working can promote positive outcomes for individuals

1.4 Analyse the complexities and limitations of inter-professional working

1.5 Explain how inter-professional teamwork is influenced by legislative frameworks, regulation, government initiatives, professional codes of practice or professional standards and service objectives

Learning outcome:

2. Support the delivery of positive development outcomes for individuals through the use of an inter-professional team

Assessment criteria

2.1 Work in partnership to demonstrate how a team contributes to identify and establish relevant service provision

2.2 Establish plans to meet service objectives

2.3 Agree roles, responsibilities and accountabilities to meet service objectives

Learning outcome:

3. Lead and manage effective service delivery through use of an inter-professional team

Assessment criteria

3.1 Support the development and implementation of governance arrangements within inter-professional working arrangements


3.2 Establish agreed protocols within inter-professional working arrangements related to confidentiality and information sharing, record keeping, use of resources, concerns and complaints

3.3 Develop effective relationships with supervisors from other professions

3.4 Facilitate the development of effective group practice

3.5 Support others to understand distinctive roles within the team

3.6 Explain approaches to resolve dilemmas that may arise within an inter-professional working arrangement

Learning outcome:

4. Support the delivery of agreed plans from an inter-professional working arrangement within own setting

Assessment criteria

4.1 Work with the team to identify the lead practitioners for the implementation of individuals’ plans

4.2 Agree roles and responsibilities of those involved in implementing plans

4.3 Manage the exchange of information pertinent to the implementation of plans between those involved

4.4 Develop processes for the on-going review of individual’s plans

Learning outcome:

5. Critically evaluate the effectiveness of inter-professional teamworking in health and social care settings

Assessment criteria

5.1 Monitor the effectiveness of the plan implemented by the inter-professional team against service objectives

5.2 Record and report on processes, procedures and evidence-based outcomes from inter-professional working and make recommendations to inform and improve future practice

5.3 Support others to identify areas of best practice and areas for improvement 5.4 Support others to develop action plans to improve inter-professional team working


Unit 589 Lead and manage inter-professional relationships


Evidence requirements Evidence that the learner has utilised the principles of inter-professional working.

Observe the full delivery of team and service objectives against service business plan on a minimum of two separate occasions.

Evidence that the learner has utilised governance and service protocols to lead and manage service delivery.

Completion of records, report processes, procedures, evidence-based outcomes and action plans to improve inter-professional team working on a minimum of two separate occasions.

Glossary Inter-professional - this is where team membership comprises of different professions and

occupational groups and people working together as a team to make assessments and

decisions.

Multi-agency professionals - professional groups and organisations that may need to

contribute to the care plan and provide services.

Governance arrangements - the actions or manner of governing an organisation or inter-

professional teams.

Professional supervision - this is a positive and enabling process that offers the opportunity

to bring an employee and a skilled supervisor together to reflect on work practices. It is the

process by which a worker can review and evaluate their work through discussion, report and

observation with another worker.

Others - this may include individuals, team members, external professionals, carers, family.

Support - this may include team building, training, team meetings, professional supervisors,

case discussions, dissemination of best practice.

Individual - someone who access care and support.

Effectiveness – the capability of producing a desired result or the ability to produce desired

output

Related NOS SCDLMCD3 Lead and manage inter-professional teams

SCDLMCSD3 Lead and manage inter-professional teams within care services.

SCDHSC0433 Develop joint working arrangements for Health and Social Care

SCDHSC3103 Contribute to raising awareness of health issues

SFHGEN 39 Contribute to effective multidisciplinary team working

SFHPHS25 Manage services that are aimed at improving health and wellbeing


SFHGEN40 Contribute to the development of multidisciplinary team and its members

SFHSS02 Contribute to the effectiveness of work teams

SFHCHS53 Evaluate the delivery of care plans to meet the needs of individuals

SFHCHS104 Brief the team for an individual health intervention

SFHCHS52 Plan inter-professional assessment of the health and wellbeing of individuals

SCDLMCC1 Lead and manage practice for Health and Social Care in the work setting.

Related legislation and guidance National Occupational Standards guide for Social care early years and childcare.

https://socialcare.wales/learning-and-development/national-occupational-standards-nos

Integrated and Inter-professional Working: A review of the evidence. https://gov.wales/topics/health/socialcare/working/ifst/ifsspublications/tools/?lang=en

National Occupational Standards guide for Social care early years and childcare. https://socialcare.wales/learning-and-development/national-occupational-standards-nos



https://gov.wales/topics/health/socialcare/working/ifst/ifsspublications/tools/?lang=en

https://gov.wales/topics/health/socialcare/working/ifst/ifsspublications/tools/?lang=en




Unit 593 Lead work with volunteers

Level: 5

Unit Summary: This unit provides the learner with the ability to lead and manage volunteers, from the development of the initial use of volunteers within an organisation/setting; through the recruitment, support and management of individuals in a volunteer role. The unit also looks to provide learners with the ability to capitalise on the role of volunteers, and to provide strategies to actively use volunteers within their organisation/setting.

Learning outcome:

1. Understand the role of volunteering and its impact within health and care organisations/settings

Assessment criteria

1.1 Describe the role of volunteers

1.2 Explain the potential value that the use of volunteers may bring to an organisation/setting

1.3 Describe the reasons/motivating factors for why individuals become volunteers

1.4 Explain the importance of understanding the reasons why individuals volunteer

1.5 Evaluate the impacts of using volunteers within an organisation/setting

Range

Value –allows for reprioritisation of staff time; provide level of one-to-one care support that employed staff may not be able to provide; bring experience and skills that add to the organisation/setting (e.g. empathy from personal experiences); high levels of motivation.

Learning outcome:

2. Understand the process used to recruit volunteers

Assessment criteria

2.1 Describe the different methods used to recruit volunteers

2.2 Evaluate the approaches used to support the recruitment of volunteers

2.3 Explain the importance of developing volunteer role descriptors that clearly set expectations

2.4 Explain the need for standardised application forms for recruiting volunteers

2.5 Outline the value of interviewing in the recruitment of volunteers

2.6 Explain the importance of meeting legal responsibilities when recruiting volunteers

Range

Methods - volunteer centres; websites; word-of-mouth; flyers/posters; open meetings.


Approaches - method of recruitment; consideration and targeting of key audience; locations used to recruit.

Legal responsibilities - screening of applicants (e.g. DBS disclosure if applicable); Adherence to GDPR; Outline financial position (e.g. expenses, benefits, tax as appropriate).

Learning outcome:

3. Be able to carry out recruitment of volunteers

Assessment criteria

3.1 Identify the requirement for volunteers in own organisation/setting

3.2 Utilise role descriptors for the recruitment of volunteers

3.3 Determine and agree the criteria (personal skills and attitudes) needed from volunteers

3.4 Short-list applicants for interview against agreed criteria

3.5 Conduct interviews of prospective volunteers

3.6 Appoint volunteers following interview, against agreed criteria

Learning outcome:

4. Be able to support the induction of volunteers within a health or care setting

Assessment criteria

4.1 Describe the importance of a formal induction for volunteers

4.2 Develop induction programmes that support the introduction of volunteers into an organisation/setting

4.3 Develop criteria to evaluate the success of induction activities

4.4 Conduct induction activities

4.5 Support volunteers to access the resources required for their role

4.6 Inform volunteers about activities and responsibilities

4.7 Evaluate the success of induction activities

Learning outcome:

5. Understand the support needed by volunteers within own organisation/setting

Assessment criteria

5.1 Explain the importance of supervision for volunteers

5.2 Explain the importance of the complementary roles of volunteers and paid staff

5.3 Describe the importance of honest and open communication with volunteers

5.4 Explain the additional support needed by volunteers in challenging circumstances

5.5 Outline the importance of praise and maintaining motivation

Range

Importance of supervision - to ensure well-being; provide a safe/confidential space for

feedback from the individual; identify training/performance needs; provide feedback to

support development; opportunity to provide praise; opportunity to identify/raise concerns.

Importance of honest and open communication - to outline expectations; to keep volunteers

informed and involved.


Challenging circumstances - may include bereavement; attachment issues.

Learning outcome:

6. Develop processes to support volunteers within own organisation/setting

Assessment criteria

6.1 Develop communication approaches that support volunteers 6.2 Provide support and supervision to volunteers within organisation/setting

6.3 Conduct activities that recognise the achievement and value of volunteers

6.4 Support volunteers during volunteering activities

6.5 Discuss activities and exchange feedback with volunteers

Range

Communication approaches – notice boards/newsletters, circulars, group meetings,

networks

Learning outcome:

7. Manage the work of volunteers within own organisation/setting

Assessment criteria

7.1 Provide regular supervision sessions to volunteers 7.2 Support the learning and development of volunteers 7.3 Support volunteers when there is a change in their status/circumstance 7.4 Manage appraisals for volunteers 7.5 Manage performance issues with volunteers 7.6 Manage the departure of volunteers from the organisation/setting

Range

Change in status - to include: motivational changes; ability to perform the role; need to

progress

Learning outcome:

8. Review the role and use of volunteers

Assessment criteria

8.1 Review the role and use of volunteers within own organisation/setting 8.2 Research different approaches to volunteering across the health, care and childcare

sectors

8.3 Evaluate the opportunities available to own organisation/setting for the use of volunteers

8.4 Analyse the impacts/benefits of adopting different approaches to volunteering to own organisation/setting


Unit 593 Lead work with volunteers


Evidence requirements Observation of learner conducting interview

Observation of learner carrying out full induction process

Documentation for volunteer appraisals

Evidence of research carried out to evaluate the role and processes of volunteers


Unit 594 Lead work in end of life care services

Level: 5

Unit Summary: The purpose of this unit is to assess the learner’s knowledge, understanding and skills in leading and managing end of life care services.

Learning outcome:

1. Apply current legislation policy in end of life care to develop end of life care services

Assessment criteria

1.1 Apply local and national policy guidance for end of life care to the setting in which you work

1.2 Promote practice that embeds the principles and values of the Social Services and Well-being (Wales) Act

1.3 Analyse legal and ethical issues relating to decision making at end of life

1.4 Explain how issues of mental capacity could affect end of life care

Learning outcome:

2. Understand current theory and practice underpinning end of life care

Assessment criteria

2.1 Describe the theoretical models of grief, loss and bereavement

2.2 Explain how grief and loss manifest in the emotions of individuals who are dying and others

2.3 Analyse how a range of tools for end of life care can support the individual and others

2.4 Reflect on how the outcomes of national research can affect your workplace practices

Learning outcome:

3. Lead and manage effective end of life care services

Assessment criteria

3.1 Explain the qualities of an effective leader in end of life care

3.2 Manage own feelings and emotions in relation to end of life care, using a range of resources as appropriate

3.3 Use effective communication to support individuals at end of life and others

3.4 Describe the possible role of advocates in end of life care

3.5 Manage palliative care emergencies according to the wishes and preferences of the individual

3.6 Use a range of tools for end of life care to measure standards through audit and after death analysis

3.7 Oversee provision of care after death


Learning outcome:

4. Establish and maintain key relationships to lead and manage end of life care

Assessment criteria

4.1 Identify key relationships essential to effective end of life care

4.2 Analyse the features of effective partnership working within your setting

4.3 Implement shared decision making strategies in working with individuals at end of life and others

4.4 Analyse how partnership working delivers positive outcomes for individuals and others

4.5 Initiate and contribute to multi-disciplinary assessments

4.6 Explain how to overcome barriers to partnership working

4.7 Assess specialist multi-disciplinary advice to manage complex situations

Learning outcome:

5. Support staff and others in the delivery of excellence in the end of life care service

Assessment criteria

5.1 Implement strategies to empower staff involved in the delivery of end of life care to ensure positive outcomes for individuals and others

5.2 Support others to use a range of resources as appropriate to manage own feelings when working in end of life care

5.3 Support staff and others to comply with legislation, policies and procedures 5.4 Support staff to recognise when someone might be dying 5.5 Support staff to prepare families and friends for the death of someone they love 5.6 Support staff and others to recognise when mental capacity has reduced to the extent

that others will determine care and treatment for the person at the end of life 5.7 Access appropriate learning and development opportunities to equip staff and others

for whom you are responsible 5.8 Explain the importance of formal and informal supervision practice to support the staff

and volunteers in end of life care 5.9 Provide feedback to staff on their practices in relation to end of life care

Learning outcome:

6. Continuously improve the quality of the end of life care service

Assessment criteria

6.1 Analyse how reflective practice can improve the quality of end of life care 6.2 Use outcomes of reflective practice to improve aspects of the end of life care service


Unit 594 Lead work in end of life care services


Glossary End of life care services - may include those services provided at diagnosis, during treatment

or palliative care, including the dying phase, or following death.

Individual - the person receiving support or care in the work setting.

Others - may include:

care or support staff

colleague

manager

non direct care or support staff

carers

families

visitors

volunteers

health professionals

other organisations

social worker

occupational therapist

GP

speech & language therapist

physiotherapist

pharmacist

nurse

Macmillan nurse

independent mental capacity advocate

clinical nurse specialists.

Tools for end of life care - may include eg:

Liverpool Care Pathway

Gold Standards Framework or equivalent

Preferred priorities of care

Advance care plan approaches

Welsh integrated care pathway.

Range of resources may include:

de-briefing

mentoring

supervision

counselling services


Mental Capacity - the cognitive ability of an individual to make decisions that may have legal

consequences for themselves and/or for others affected by the decision. In particular these

decisions involve their health care, welfare and finances. An assessment must be carried out

to determine mental capacity

Related NOS SCDHSC0385 Support individuals at the end of life

SCDHSC0384 Support individuals through bereavement

SCDHSC0239 Contribute to the care of a deceased person

SCDHSC0224 Monitor the condition of individuals

SCDHSC0216 Help address the physical comfort needs of individuals

T/601/9495 Support individuals at end of life

EOL 201 Understand How to Work in End of Life Care

Related legislation and guidance The Mental Capacity Act 2005

Dying Matters: http://www.dyingmatters.org/page/legal-and-ethical-issues

Kübler-Ross: 5 Stages of Grief Model (1969)

Worden (1989) 4 tasks of Mourning

Stroebe & Schute (1999). Dual Process Model of Grief

http://www.nhs.uk/conditions/Euthanasiaandassistedsuicide/Pages/Introduc tion.aspx

Welsh Government Palliative and End of Life Delivery Plan 2017 link to website

All Wales Palliative Care Standards for Children and Young People’s Specialised Healthcare Services WAG 2008

More Than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care

End of Life Care – Core skills Education and Training Framework: Skills for Health ; Skills for Care; NHS Health Education England 2017 link to website

The best practice guide to end-of-life care for people with a learning disability http://www.mencap.org.uk

http://www.dyingmatters.org/page/legal-and-ethical-issues

http://www.nhs.uk/conditions/Euthanasiaandassistedsuicide/Pages/Introduc%20tion.aspx

http://www.nhs.uk/conditions/Euthanasiaandassistedsuicide/Pages/Introduc%20tion.aspx

http://www.mencap.org.uk/


Unit 595 Lead work with individuals with autism

Level: 5

Unit Summary: This unit provides the learner with the knowledge and understanding of autism and the impact that it has on individuals, families and cares. It provides learners with the skills to lead and promote best practice when working with individuals with autism.

Learning outcome:

1. Support others to recognise the characteristics related to Autism

Assessment criteria

1.1 Support others to recognise autism as a spectrum and acknowledge the individuality of each person

1.2 Support others to identify behaviours associated with autism

1.3 Support the referral of individuals who want to be assessed for autism

Learning outcome:

2. Embed legislation, national policy, guidance and evidence based practice that underpin support for autistic people

Assessment criteria

2.1 Promote compliance with guidelines relating to the recognition, assessment management of autistic people

2.2 Support others to understand the limited evidence base for autism interventions and support, and support them to be able to analyse evidence and best practice information to make decisions about service development and practice

2.3 Make recommendations on how services can be improved to meet legislative, policy and best practice requirements

Learning outcome:

3. Promote best practice in relation to working with autistic individuals

Assessment criteria

3.1 Describe a wide range of methods and techniques that can be utilized to improve assessment, support and intervention activity for autistic people

3.2 Promote an ethos of acceptance and understanding

3.3 Support others to recognise and understand difficulties associated with social imagination, flexibility of thought, restricted or repetitive behavior and interests, and adapt practice accordingly

3.4 Support others to adapt practice in response to the individual’s needs


3.5 Share guidance in relation to adapting assessments, support and interventions is available to others

3.6 Engage with, and support others to engage with family members to provide information, advice and support

Learning outcome:

4. Lead and manage the support of individuals with sensory issues

Assessment criteria

4.1 Describe a range of sensory issues that may be experienced by autistic people

4.2 Explain the benefits of a sensory profile and what this entails

4.3 Explain the impact of the environment on an autistic individual

4.4 Lead and manage a low stimulus approach across a service

4.5 Create an environment which prevents sensory overload, or increases sensory stimulation, as appropriate to the needs of the individual

4.6 Support others to recognise and respond to sensory issues

4.7 Support others to implement a sensory management strategy based on sensory profile

4.8 Develop sensory management strategies

4.9 Support other services to recognise sensory barriers and improve access

Learning outcome:

5. Support others to understand potential triggers of challenging behaviuor and anxiety and how to respond to these

Assessment criteria

5.1 Explain the range of triggers and reasons for challenging behaviour in autistic people 5.2 Explain the benefits of a personal profile 5.3 Explain the impact of challenging behaviour on the individual, family, carers and staff 5.4 Support others to complete a functional analysis of behaviour 5.5 Lead and coordinate the development of a behviour support plan 5.6 Lead and coordinate the development of a personal profile 5.7 Support staff to respond to challenging behaviour in a person-centred way 5.8 Ensure resources to support communication are available 5.9 Support others to provide information, advice and support to families to assist them in

understanding challenging behaviours and implementing changes to reduces these 5.10 Ensure the wellbeing of staff who regularly manage challenging behaviour 5.11 Lead and manage a consistent, safe approach to challenging behaviour in line with local

policies

Learning outcome:

6. Recognise the complexities that autistic individuals may experience and promote a coordinated reponse to maintaining wellbeing

Assessment criteria

6.1 Support staff to understand the difficulties with daily living and accessing education,

employment and recreation activities that may be experienced by an autistic individual


6.2 Support staff to recognise the impact of social isolation on an individual 6.3 Support staff to recognise the difficulties faced by families and carers 6.4 Ensure individuals are referred to other, and/or supported to access sevices in response

to their needs 6.5 Ensure cooperative working with other professionals/services to develop, implement

and review multi agency assessments and care and treatment plans 6.6 Recognise the uniqueness of the individual and promote wellbeing of autistic individuals

across staff and services


Unit 596 Lead work with individuals with learning disabilities

Level: 5

Unit Summary: This unit will provide learners with the knowledge and skills to lead and manage services that support individuals with a learning disability.

Learning outcome:

1. Lead practice that promotes the rights and responsibilities of individuals with a learning disability

Assessment criteria

1.1 Develop and implement systems, procedures and practices that support a rights-based approach

1.2 Review and evaluate systems, procedures and practices that support a rights-based approach

1.3 Evaluate the impact of rights-based approach on the quality of life of individuals.

1.4 Evaluate the impact of participation in a valued range of meaningful activities and experience on the quality of life of individuals.

1.5 Lead and manage practice that supports individuals to participate in a range of meaningful activities

Learning outcome:

2. Lead practice that encourages individuals with a learning disability to take positive risks

Assessment criteria

2.1 Support others to comply with legislative and organizational risk management policies procedures and practices relevant to their work

2.2 Lead and manage the use of risk assessments that support individuals to take positive risks.

2.3 Propose a strategy to manage risks when balancing individuals’ rights and duty of care in own area of responsibility.

2.4 Demonstrate how positive risk-taking supports well-being, voice, choice and control for individuals with a Learning Disability.

2.5 Develop and implement procedures and practices to manage risk whilst promoting a culture of positive risk taking.

2.6 Review and evaluate procedures and practices to manage risk whilst promoting a culture of positive risk taking.


Learning outcome:

3. Promote the importance of effective communication for individuals with a Learning Disability.

Assessment criteria

3.1 Lead and manage practice that supports effective communication for individuals. 3.2 Evaluate the effectiveness of methods of communication for individuals.

3.3 Access additional support for individuals to assist effective communication.

Learning outcome:

4. Lead and manage the support of individuals with a learning disability to achieve outcomes that are important to them

Assessment criteria

4.1 Promote practice that engages individuals in meaningful conversations that are important to them

4.2 Lead, manage and promote practices that supports the participation of individuals in a valued range of meaningful activities and experiences that reflect valued roles.

4.3 Develop and implement systems, procedures and practices that support equality diversity and inclusion

4.4 Review and evaluate systems, procedures and practices that support equality diversity and inclusion

4.5 Support others to challenge discrimination and exclusion


4.7 Monitor the level of quality of participation of individuals

Learning outcome:

5. Lead and manage the support of health and personal care for individuals with a learning disability

Assessment criteria

5.1 Support staff to promote good personal hygiene to individuals with a learning disability 5.2 Support staff to provide individuals with a learning disability with access to a range of

health checks 5.3 Develop personal care plans for individuals to ensure the level of support provided

maximises their independence 5.4 Manage the support of individuals achieving social and economic well-being 5.5 Manage the support of assistive technology for individuals with a learning disability 5.6 Evaluate information about resources, services and facilities relevant to the needs and

preferences of individuals with a learning disability Range Social and economic well-being – mental health, employment, financial, housing


Unit 596 Lead work with individuals with learning disabilities


Glossary Inclusion – being included within a group or society. Inclusion links with equality and

diversity. All workers in Health and Social Care to ensure that everyone has the opportunity

to take part in what they want. This is especially true about individuals taking part in their

own care and support so that it is centred on them as a person.

Well–being - ‘Well-Being’ in relation to an individual, means well-being in relation to any of

the following:

Physical and mental and emotional well-being

Protection from abuse and neglect

Education, training and recreation

Domestic, family and personal relationships

Contribution made to society

Securing rights and entitlements

Social and economic well-being

Suitability of living accommodation

Control over day to day life

Participation in work

‘Well-Being’ in relation to a child also includes:

Physical, intellectual, emotional, social and behavioural development

'Welfare’ as that word is interpreted for the purposes of the Children Act 1989

Co-production - One of the main principles of the Social Services and Well Being (Wales) Act

2014. It means working with and involving individuals, their family, friends and carers to

make sure their care and support is the best it can be.

Related NOS SCDLMCB1= Lead and manage practice that promotes the safeguarding of

individuals.

SCDLMC133- Lead and manage the provision of care services that deals effectively with transitions and significant life events.

SCDHSC0452- Lead practice that promotes the rights, responsibilities, equality and diversity of individuals.

SCDHAS0045- Lead practice that promotes safeguarding of individuals.

SCDCCD0422- Lead the monitoring of procedures, policies and practice in partnership with families to benefit children’s care.

SCDHSC3111-Promote rights and diversity of individuals.


SCDLMCC1- Lead and manage practice for Health and Safety in work setting.

SCDHSC0416- Lead the planning process with individuals.

SCDLMCD1- Lead and manage with networks, communities, other professionals and organisations for care service provision

Related legislation and guidance

Social Services and Well Being Act 2014

http://www.legislation.gov.uk/anaw/2014/4/pdfs/anaw_20140004_en.pdfEvery

Child matters

Rights to Action

https://gov.wales/topics/people-and-communities/people/children-and-young-

people/rights/?lang=en

The Equal Pay Act 1975

https://www.legislation.gov.uk/ukpga/2010/15/section/78

The Disability discrimination Act 2005

https://en.wikipedia.org/wiki/Disability_Discrimination_Act_2005

Race relations Act 1968

https://en.wikipedia.org/wiki/Race_Relations_Act_1968

Race relations Act 2000

https://en.wikipedia.org/wiki/Race_Relations_Amendment_Act_2000

The Children Act 2004

http://www.legislation.gov.uk/ukpga/2004/31/pdfs/ukpga_20040031_en.pdf

The NHS and Community Act 1990

https://gov.wales/legislation/?lang=en

The Mental Health Act 2015

http://www.legislation.act.gov.au/a/2015-38/current/pdf/2015-38.pdf

Sex Discrimination Acts 1975 and 1986

https://en.wikipedia.org/wiki/Sex_Discrimination_Act_1975

Welsh Language policies up to 2017.

https://gov.wales/topics/welshlanguage/welsh-language-strategy-and-

policies/welsh-language-policies-upto-2017/?lang=en

Human Rights Act 1998

http://www.legislation.gov.uk/ukpga/1998/42/data.pdf

Legislative framework for childcare in Wales. file:///C:/Users/Owner/Downloads/childcare-legislation-print-versionweb%20(1).pdf

Welsh Government. Regulation and inspection of childcare. gov.wales/topics/people-and-communities/people/children.../childcare/regulation/?.

Welsh Government Early Years.

gov.wales/topics/people-and-communities/people/children-and.../early-years/?lang...

http://www.legislation.gov.uk/anaw/2014/4/pdfs/anaw_20140004_en.pdfEvery%20Child%20matters

http://www.legislation.gov.uk/anaw/2014/4/pdfs/anaw_20140004_en.pdfEvery%20Child%20matters

https://gov.wales/topics/people-and-communities/people/children-and-young-people/rights/?lang=en

https://gov.wales/topics/people-and-communities/people/children-and-young-people/rights/?lang=en

https://www.legislation.gov.uk/ukpga/2010/15/section/78

https://en.wikipedia.org/wiki/Disability_Discrimination_Act_2005

https://en.wikipedia.org/wiki/Race_Relations_Act_1968

https://en.wikipedia.org/wiki/Race_Relations_Amendment_Act_2000

http://www.legislation.gov.uk/ukpga/2004/31/pdfs/ukpga_20040031_en.pdf

https://gov.wales/legislation/?lang=en

http://www.legislation.act.gov.au/a/2015-38/current/pdf/2015-38.pdf

https://en.wikipedia.org/wiki/Sex_Discrimination_Act_1975

https://gov.wales/topics/welshlanguage/welsh-language-strategy-and-policies/welsh-language-policies-upto-2017/?lang=en

https://gov.wales/topics/welshlanguage/welsh-language-strategy-and-policies/welsh-language-policies-upto-2017/?lang=en

http://www.legislation.gov.uk/ukpga/1998/42/data.pdf


National Minimum Standards for regulated childcare for children up to the age of twelve. http://careinspectorate.wales/docs/cssiw/publications/160303regchildcareen.pdf

Early Years and Childcare qualifications, Social Care Wales. https://socialcare.wales/learning-and-development/early-years-and-childcare-qualifications

Welsh Medium childcare and early years education provision. http://www.senedd.assembly.wales/documents/s69349/Paper%205.pdf

Regulation and minimum standards Day and Playcare. http://careinspectorate.wales/providingacareservice/regs-nms/day-care/?lang=en

Health and Safety legislation relevant to early years. http://resources.hwb.wales.gov.uk/VTC/ngfl/nln_materials/nln_health_and_social_care/Health%20and%20safety%20legislation%20relevant%20to%20an%20early%20years%20setting/access/reference.html

Learning Disability- overview of policy and services 2016

https://www.google.co.uk/search?ei=U4UmW66JFauPgAaei6boBA&q=Learning+Dis

ability-an+overview+of+policy+and+services+2016&oq=Learning+Disability-

an+overview+of+policy+and+services+2016&gs_l=psy-

ab.3..33i160k1.153001.179478.0.181037.136.66.1.7.7.0.728.8169.22j13j2j5j3j0j1.4

7.0....0...1c.1.64.psy-

ab..85.51.6919.6..0j35i39k1j0i67k1j0i131k1j0i20i263k1j0i22i30k1j33i22i29i30k1.20

7.7Dzjl-W-07Q

Local Support for people with Learning Disability. (England)

https://www.nao.org.uk/wp-content/uploads/2017/03/Local-support-for-people-

with-a-learning-disability-Summary.pdf

Learning Disabilities

https://gov.wales/topics/health/socialcare/learning-disabilities/?lang=enCode of

Practice for Social Care Workers

Learning Disability-Policy and Guidance

https://gov.wales/topics/health/socialcare/learning-disabilities/guidance/?lang=en

Learning and Development working in Welsh

https://socialcare.wales/learning-and-development/more-than-just-words-and-the-

active-offer

Treat me Well Campaign Mencap

https://www.mencap.org.uk/sites/default/files/2018-

02/Treat%20me%20well%20campaign%20report%20EASY%20READ%20-

%20FINAL.pdf

http://careinspectorate.wales/docs/cssiw/publications/160303regchildcareen.pdf

https://socialcare.wales/learning-and-development/early-years-and-childcare-qualifications

https://socialcare.wales/learning-and-development/early-years-and-childcare-qualifications

http://www.senedd.assembly.wales/documents/s69349/Paper%205.pdf

http://careinspectorate.wales/providingacareservice/regs-nms/day-care/?lang=en

http://resources.hwb.wales.gov.uk/VTC/ngfl/nln_materials/nln_health_and_social_care/Health%20and%20safety%20legislation%20relevant%20to%20an%20early%20years%20setting/access/reference.html



https://www.google.co.uk/search?ei=U4UmW66JFauPgAaei6boBA&q=Learning+Disability-an+overview+of+policy+and+services+2016&oq=Learning+Disability-an+overview+of+policy+and+services+2016&gs_l=psy-ab.3..33i160k1.153001.179478.0.181037.136.66.1.7.7.0.728.8169.22j13j2j5j3j0j1.47.0....0...1c.1.64.psy-ab..85.51.6919.6..0j35i39k1j0i67k1j0i131k1j0i20i263k1j0i22i30k1j33i22i29i30k1.207.7Dzjl-W-07Q







https://www.nao.org.uk/wp-content/uploads/2017/03/Local-support-for-people-with-a-learning-disability-Summary.pdf

https://www.nao.org.uk/wp-content/uploads/2017/03/Local-support-for-people-with-a-learning-disability-Summary.pdf

https://gov.wales/topics/health/socialcare/learning-disabilities/?lang=enCode%20of%20Practice%20for%20Social%20Care%20Workers

https://gov.wales/topics/health/socialcare/learning-disabilities/?lang=enCode%20of%20Practice%20for%20Social%20Care%20Workers

https://gov.wales/topics/health/socialcare/learning-disabilities/guidance/?lang=en

https://socialcare.wales/learning-and-development/more-than-just-words-and-the-active-offer

https://socialcare.wales/learning-and-development/more-than-just-words-and-the-active-offer

https://www.mencap.org.uk/sites/default/files/2018-02/Treat%20me%20well%20campaign%20report%20EASY%20READ%20-%20FINAL.pdf



level 5 leadership and management of health and social

Documents