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Latest framework versionPlease use this link to see if this is the latest issued version of this frameworkafosscallianceorgframeworkslibraryindexcfmid=FR02611
Issue date 03 February 2014
Higher Apprenticeship inCare Leadership andManagement - Level 5(England)
Issued bySkills for Care amp Development
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Higher Apprenticeship in Care Leadership andManagement - Level 5 (England)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework summaryHigher Apprenticeship in Care Leadership and Management - Level 5
Higher Apprenticeship in Care Leadership and Management (AdultSocial Care)
This framework includes information on Personal Learning and Thinking Skills
Pathways for this framework at level 5 include
Pathway 1 General Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Diploma in Leadership for Health and Social Care and Children and Young Peoples Services (England)(QCF)
This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Pathway 2 Specialist Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Higher Diploma Professional Practice in Leading and Managing Care Services (Dementia Care)
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (End of Life Care)
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services (Business Quality andService Improvement)
B4 - Professional Diploma in Care Leadership and Management (Business Development and Enterprise)
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
B7 - Diploma in Professional Practice in Social Care (Dementia)This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework information
Information on the Issuing Authority for this framework
Skills for Care amp Development
The Apprenticeship sector for occupations in social care and the care of children and youngpeople
Short description
A level 5 framework developed for the Adult Social Care sector in England only
This framework has two pathways
Pathway 1 Higher Apprenticeship in General Adult Social CarePathway 2 Higher Apprenticeship in Specialist Adult Social Care
This framework includes
Level 5
Issue number 10
Framework IDFR02611
Date this framework is to be reviewedby 09092014 This framework is for use in England
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Contact information
Proposer of this framework
Skills for Care (SfC) partners in the sector skills council Skills for Care and Development arethe developers of the framework SfC engaged employers in 2011 to determine the demand fordeveloping a Higher Apprenticeship framework and received overwhelming support for this SfCbuilt the framework with employers such as Age UK Voyage Care and Anchor Trust based onsector needs Employers on the SFC steering group for Apprenticeships advising and steeringall Apprenticeship development for the sector include Hertfordshire County CouncilBarchester Cheshire Centre for Independent Living Hadrian Healthcare United Response andHendra House
Developer of this framework
Name Susan SmithOrganisation Skills for Care
Organisation type Sector Skills CouncilJob title Programme Head - Apprenticeships
Phone 0113 245 1716Email infoskillsforcareorguk
Postal address Skills for CareWest Gate6 Grace StreetLeedsLS1 2RP
Website wwwskillsforcareorguk
Issuing Authoritys contact details
Issued by Skills for Care amp DevelopmentIssuer contact name Linda Currin
Issuer phone 07875 245 995Issuer email Lcurrinskillsforcareanddevelopmentorguk
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
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In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Higher Apprenticeship in Care Leadership andManagement - Level 5 (England)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework summaryHigher Apprenticeship in Care Leadership and Management - Level 5
Higher Apprenticeship in Care Leadership and Management (AdultSocial Care)
This framework includes information on Personal Learning and Thinking Skills
Pathways for this framework at level 5 include
Pathway 1 General Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Diploma in Leadership for Health and Social Care and Children and Young Peoples Services (England)(QCF)
This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Pathway 2 Specialist Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Higher Diploma Professional Practice in Leading and Managing Care Services (Dementia Care)
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (End of Life Care)
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services (Business Quality andService Improvement)
B4 - Professional Diploma in Care Leadership and Management (Business Development and Enterprise)
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
B7 - Diploma in Professional Practice in Social Care (Dementia)This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework information
Information on the Issuing Authority for this framework
Skills for Care amp Development
The Apprenticeship sector for occupations in social care and the care of children and youngpeople
Short description
A level 5 framework developed for the Adult Social Care sector in England only
This framework has two pathways
Pathway 1 Higher Apprenticeship in General Adult Social CarePathway 2 Higher Apprenticeship in Specialist Adult Social Care
This framework includes
Level 5
Issue number 10
Framework IDFR02611
Date this framework is to be reviewedby 09092014 This framework is for use in England
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
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Contact information
Proposer of this framework
Skills for Care (SfC) partners in the sector skills council Skills for Care and Development arethe developers of the framework SfC engaged employers in 2011 to determine the demand fordeveloping a Higher Apprenticeship framework and received overwhelming support for this SfCbuilt the framework with employers such as Age UK Voyage Care and Anchor Trust based onsector needs Employers on the SFC steering group for Apprenticeships advising and steeringall Apprenticeship development for the sector include Hertfordshire County CouncilBarchester Cheshire Centre for Independent Living Hadrian Healthcare United Response andHendra House
Developer of this framework
Name Susan SmithOrganisation Skills for Care
Organisation type Sector Skills CouncilJob title Programme Head - Apprenticeships
Phone 0113 245 1716Email infoskillsforcareorguk
Postal address Skills for CareWest Gate6 Grace StreetLeedsLS1 2RP
Website wwwskillsforcareorguk
Issuing Authoritys contact details
Issued by Skills for Care amp DevelopmentIssuer contact name Linda Currin
Issuer phone 07875 245 995Issuer email Lcurrinskillsforcareanddevelopmentorguk
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
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employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
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apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework summaryHigher Apprenticeship in Care Leadership and Management - Level 5
Higher Apprenticeship in Care Leadership and Management (AdultSocial Care)
This framework includes information on Personal Learning and Thinking Skills
Pathways for this framework at level 5 include
Pathway 1 General Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Diploma in Leadership for Health and Social Care and Children and Young Peoples Services (England)(QCF)
This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Pathway 2 Specialist Adult Social Care
Competence qualifications available to this pathwayNA
Knowledge qualifications available to this pathwayNA
Combined qualifications available to this pathwayB1 - Higher Diploma Professional Practice in Leading and Managing Care Services (Dementia Care)
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (End of Life Care)
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services (Business Quality andService Improvement)
B4 - Professional Diploma in Care Leadership and Management (Business Development and Enterprise)
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
B7 - Diploma in Professional Practice in Social Care (Dementia)This pathway also contains information on
Employee rights and responsibilitiesFunctional skills
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework information
Information on the Issuing Authority for this framework
Skills for Care amp Development
The Apprenticeship sector for occupations in social care and the care of children and youngpeople
Short description
A level 5 framework developed for the Adult Social Care sector in England only
This framework has two pathways
Pathway 1 Higher Apprenticeship in General Adult Social CarePathway 2 Higher Apprenticeship in Specialist Adult Social Care
This framework includes
Level 5
Issue number 10
Framework IDFR02611
Date this framework is to be reviewedby 09092014 This framework is for use in England
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Contact information
Proposer of this framework
Skills for Care (SfC) partners in the sector skills council Skills for Care and Development arethe developers of the framework SfC engaged employers in 2011 to determine the demand fordeveloping a Higher Apprenticeship framework and received overwhelming support for this SfCbuilt the framework with employers such as Age UK Voyage Care and Anchor Trust based onsector needs Employers on the SFC steering group for Apprenticeships advising and steeringall Apprenticeship development for the sector include Hertfordshire County CouncilBarchester Cheshire Centre for Independent Living Hadrian Healthcare United Response andHendra House
Developer of this framework
Name Susan SmithOrganisation Skills for Care
Organisation type Sector Skills CouncilJob title Programme Head - Apprenticeships
Phone 0113 245 1716Email infoskillsforcareorguk
Postal address Skills for CareWest Gate6 Grace StreetLeedsLS1 2RP
Website wwwskillsforcareorguk
Issuing Authoritys contact details
Issued by Skills for Care amp DevelopmentIssuer contact name Linda Currin
Issuer phone 07875 245 995Issuer email Lcurrinskillsforcareanddevelopmentorguk
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Framework information
Information on the Issuing Authority for this framework
Skills for Care amp Development
The Apprenticeship sector for occupations in social care and the care of children and youngpeople
Short description
A level 5 framework developed for the Adult Social Care sector in England only
This framework has two pathways
Pathway 1 Higher Apprenticeship in General Adult Social CarePathway 2 Higher Apprenticeship in Specialist Adult Social Care
This framework includes
Level 5
Issue number 10
Framework IDFR02611
Date this framework is to be reviewedby 09092014 This framework is for use in England
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Contact information
Proposer of this framework
Skills for Care (SfC) partners in the sector skills council Skills for Care and Development arethe developers of the framework SfC engaged employers in 2011 to determine the demand fordeveloping a Higher Apprenticeship framework and received overwhelming support for this SfCbuilt the framework with employers such as Age UK Voyage Care and Anchor Trust based onsector needs Employers on the SFC steering group for Apprenticeships advising and steeringall Apprenticeship development for the sector include Hertfordshire County CouncilBarchester Cheshire Centre for Independent Living Hadrian Healthcare United Response andHendra House
Developer of this framework
Name Susan SmithOrganisation Skills for Care
Organisation type Sector Skills CouncilJob title Programme Head - Apprenticeships
Phone 0113 245 1716Email infoskillsforcareorguk
Postal address Skills for CareWest Gate6 Grace StreetLeedsLS1 2RP
Website wwwskillsforcareorguk
Issuing Authoritys contact details
Issued by Skills for Care amp DevelopmentIssuer contact name Linda Currin
Issuer phone 07875 245 995Issuer email Lcurrinskillsforcareanddevelopmentorguk
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Contact information
Proposer of this framework
Skills for Care (SfC) partners in the sector skills council Skills for Care and Development arethe developers of the framework SfC engaged employers in 2011 to determine the demand fordeveloping a Higher Apprenticeship framework and received overwhelming support for this SfCbuilt the framework with employers such as Age UK Voyage Care and Anchor Trust based onsector needs Employers on the SFC steering group for Apprenticeships advising and steeringall Apprenticeship development for the sector include Hertfordshire County CouncilBarchester Cheshire Centre for Independent Living Hadrian Healthcare United Response andHendra House
Developer of this framework
Name Susan SmithOrganisation Skills for Care
Organisation type Sector Skills CouncilJob title Programme Head - Apprenticeships
Phone 0113 245 1716Email infoskillsforcareorguk
Postal address Skills for CareWest Gate6 Grace StreetLeedsLS1 2RP
Website wwwskillsforcareorguk
Issuing Authoritys contact details
Issued by Skills for Care amp DevelopmentIssuer contact name Linda Currin
Issuer phone 07875 245 995Issuer email Lcurrinskillsforcareanddevelopmentorguk
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Revising a framework
Contact details
Who is making this revision Peter BarronYour organisation Skills for Care
Your email address peterbarronskillsforcareorguk
Why this framework is being revised
To make it compliant with SASE 2013
To add another qualification to pathway 1 (General Adult Social Care)
Summary of changes made to this framework
In both pathways Transferable Skills Employment Rights and Responsibilities and PersonalLearning and Thinking Skills have been removed
In order to comply with revised SASE regulations 2013 the threshold of achievement forPathway 1 of this Higher Apprenticeship Framework has been raised to 90 credits
The eligible qualifications for Pathway 1 listed in section B1 P18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this HigherApprenticeship in Care Leadership and Management Framework (Pathway 1) requires learnersto achieve a minimum of 90 credits and specifies that the learner must achieve 10 credits fromthe following unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
Unit J6023499 Undertake a research project within services for health and social care orchildren and young people
Qualifications removed
NA
Qualifications added
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In pathway 1 the following has been added
Diploma in Leadership for Health and Social Care and Children and Young Peoples Services(England) (QCF) 60123448 (HABC)
Qualifications that have been extended
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
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a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
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Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
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apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
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apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
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Pathway 1
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Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
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Pathway 1
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Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
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Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
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Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
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apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Purpose of this framework
Summary of the purpose of the framework
An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector It allows the apprentice to gain technical knowledge and real practicalexperience along with personal skills required for their immediate job and future careerThese are acquired through a mix of learning in the workplace formal off the job learning andthe opportunity to practice and embed new skills in a real work context This broader mixdifferentiates the Apprenticeship experience from training delivered to meet narrowly focusedjob needs
All apprentices commencing their Apprenticeship must have an Apprenticeship Agreementbetween the employer and the apprentice This can be used to reinforce the understanding ofthe requirements of the Apprenticeship
On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties in the range of circumstances appropriate to the job confidently and competently tothe standard set by the industry
This is a level 5 Higher Apprenticeship framework for those working as Adultsrsquo ResidentialManagers Adultsrsquo Managers and Adults Advanced Practitioners in Adult Social Care or as aManager of Specialist Adult Social Care Services or Business Development Manager in adultsocial care only This framework has been developed by Skills for Care based on the input ofemployers in the adult social care sector This framework does not currently include pathwaysfor people working in the Health Service or Children and Young Peoples Services
This is one of two Apprenticeship frameworks for people employed in adult social care inEngland and complements the Intermediate and Advanced framework This framework coversthe social care sector which includes
Private providersLocal authoritiesVoluntary organisationsIndividual EmployersAdult social care sector
Social care is the term given to a wide range of care and support for people with an assessedneed Social care services are administered through local authorities working with voluntaryprivate and independent social care organisations Councils may also provide servicesthemselves or commission others to do so
In social care this framework provides a suitable way to meet the development and
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
qualification needs of the workforce at higher levels and is appropriate for existing staffworking or new entrants wanting to work in a Adultsrsquo Residential Management AdultsrsquoManagement Adults Advanced Practice or as a Manager of Specialist Adult Social CareServices or Business Development Manager in adult social care
There were 175 million paid jobs in adult social care in England in 2009 Of these 161 millionare directly employed at a place of work and 140000 are employed by agency bank and poolworkers volunteers students and others including the self-employed The majority of theseroles are at operational level for which the Intermediate and Advanced level Apprenticeshipframework is suitable However this Higher Apprenticeship is to support workers at a higherlevel in order that they can meet service and delivery demands and leadmanage theworkforce Example job titles may include care broker care manager unit manager linemanager and residential warden
Higher Apprentices will be working as managers of staff andor services in general residentialand non-residential settings as advanced practitioners with a high level of knowledge of careprovision activities or a specific specialism as managers of specialist services with a specialistknowledge of particular adult social care provision and requirements as a BusinessDevelopment Manager starting and growing a new business andor developing an existingbusiness andor supporting an employer to achieve any of these objectives
The sector is steadily expected to grow in size of employees needing a minimum of 2 millionworkers by 2025 giving potential apprentices great potential for a career in a growing sector
Aims and objectives of this framework (England)
There were around 63000 starts in 2011-12 on the social care pathway of the Health andSocial Care Apprenticeship Intermediate and Advanced framework By July 2013 there werealmost 3000 starts on the Care Leadership and Management Higher Apprenticeship
New ways of working and new roles are constantly evolving to meet the social care needs ofthe population These new roles provide staff with opportunities to develop new competenciesoften described as lsquoexpandedrsquo roles
Adult Social Care SectorThe Apprenticeship framework contributes towards developing a social care sector with askilled flexible and effective workforce whilst maintaining high quality and safe care for thosewho use services Through completion of this Apprenticeship learners will gain high level skillsthus increasing access to Further Education and Higher Education
Adult social care employers are increasingly looking to Apprenticeships and in particular thesocial care pathway of the Health and Social Care framework as a way to effectively train theirworkforce and new staff Research conducted by Skills for Care in 2011 highlighted that 15 ofemployers had an immediate need for a framework at level 5 and 38 indicated they could
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employers had an immediate need for a framework at level 5 and 38 indicated they couldsee a clear need in the future As the demands on the sector increase so does the need forhigher level skills
The sector welcomes the contribution to training and development represented by theapprentices who make up a significant section of the workforce Employers training providersand organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as itgives the broad-based training in the knowledge and skills required at managerial andpractitioner level through the completion of qualifications which are linked to nationalpractitioner level through the completion of qualifications which are linked to NationalOccupational Standards Apprenticeships lead to better productivity retention and a qualifiedworkforce which aids the employers in their delivery of services The framework contributestowards addressing the skills gaps identified in State of the Adult Social Care Workforce 2011
In social care 27 roles have been identified to undertake the variety of tasks needed to meetthe requirements needs and choices of people who use social care services The Health andSocial Care Act 2008 sets the regulatory framework for staff working in social care andprovides the base for minimum qualification requirements
Leadership and Management as a part of the Workforce Development Strategy CapableConfident Skilled - A workforce development strategy published by Skills for Care in May2011 highlights the importance of Apprenticeships as well as development of leadersmanagers and registered managers who all have clear career pathways access to learningopportunities and qualifications
For registered managers the ambition is to
Support the leadership roles and tasks of registered managers in residential domiciliaryand adult placement settingsTake steps to ensure that the equivalent managers in day care settings are similarlysupported and recognisedHelp re-balance the management roles with professional practice rolesEnsure that a trained and competent cohort of experienced new and aspiring registeredmanagers is available to meet the demands of care providing employersEnsure that the leadership and management of care services features at appropriatelevels on the QCF and that there are easy CPD access routes for registered managers
To promote improved leadership and management the ambition is to
Have appropriate management and leadership capacity and capability across the sectorDevelop a cross-sector approach to the development of leadership and managementSupport sector leaders in their strategic commissioning and workforce planning roles andprovide a stronger national voice for the sectorEnsure that people who employ their own workers have opportunities to develop ascommissioners leaders and managers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Put in place clear career pathways learning qualifications and progression routes foraspiring new and established leaders managers and commissionersStrengthen commissioning skillsSupport employers in the way that they undertake succession planning and talentmanagement
The Apprenticeship framework ensures that learners are supported in the application of theirlearning directly into the workplace Learners receive a minimum guaranteed amount of onand off-the-job training and will acquire transferable skills to support further progression Theframework specifically supports the need to develop the skills and knowledge of workers atcareer framework level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Entry conditions for this frameworkFormal Entry CriteriaThere are no formal entry conditions for this framework Individuals about to undertake thisframework must however work in job roles which are appropriate for the framework andwhich will allow them to gather the evidence necessary for the qualifications and componentswhich form a part of the framework
Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service)check Employers in social care carry out DBS checks as this is a requirement and certainoffences may disqualify potential apprentices from employment in these sectors and thusautomatically preclude them from completing the framework
Potential apprentices should therefore discuss any relevant matters with their employer priorto enrolment
What to consider at entryWhilst there are no formal criteria people who successfully complete Apprenticeships andcontinue to work in the sector most often exhibit empathy care and interest in others andwant to work in the social care sector Whilst it is practical to up-skill staff successfulApprentices tend to come with the values and attitudes compatible with the roles they will beworking in
Examples of desirable skills and attributes in potential apprentices could include
motivation to succeed within the sectorgood interpersonal skills effective verbal and non-verbal communication skillsrespect for people who use the services as individualsa suitable level of physical fitness may be necessary in order to perform some aspects ofthe job roles for example assisting and moving people who use the serviceswillingness to undertake training and learning programmes and apply that learning in theworkplacethe ability to demonstrate that they have the potential to complete the level 5 Diplomaand other qualifications that are part of the Apprenticeship frameworkwillingness and ability to work both long shifts and irregular shift patterns as provision ofcare has to be available 24 hours a daywillingness to undertake personal care which includes assistance with dressing feedingwashing and toileting as well as advice encouragement and emotional and psychologicalsupportan ability to work in small informal teams demonstrating their listening skills anddecision making skills as well as ability to lead formal teams set and enforce proceduresand act as a guide or a mentor to staffa positive non-judgemental and open-minded attitude and value-systema standard of literacy and numeracy in keeping with the demands of the job
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
a standard of literacy and numeracy in keeping with the demands of the job
Where Apprentices have a learning disability or difficulty provision should be put in place tosupport their learning and achievement and consideration given to teaching and assessmentmethods to ensure any barriers to learning and achievement are addressed and removed
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Title for this framework at level 5
Higher Apprenticeship in Care Leadershipand Management (Adult Social Care)
Pathways for this framework at level 5
Pathway 1 General Adult Social Care
Pathway 2 Specialist Adult Social Care
Level 5
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
The eligible qualifications for Pathway 1 listed in section B1 p18 each have a QCF rule ofcombination which sets the minimum credit threshold for achievement at 80 through a rangeof endorsed routes or pathways through each qualification However this Higher Apprenticeshipin Care Leadership and Management Framework (Pathway 1) requires learners to achieve aminimum of 90 credits and specifies that the learner must achieve 10 credits from thefollowing unit within the qualification in addition to achieving the minimum threshold of 80credits under the rule of combination for each listed qualification
J6023499 Undertake a research project within services for health and social care or childrenand young people
They must also specifically achieve the following unit which is included as an option in thequalification
F5042218 Understand professional management and leadership in health and social care orchildren and young peoplersquos settings
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andapprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 1 General Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Adultsrsquo ResidentialManager
Management of day to day provision in a residential service as anassistant manager deputy unit or service manager May includeresponsibility as Registered Manager of the Service
Adultsrsquo(non-residential)Manager
Management of day to day provision in a service that is not residential(Eg Domiciliary Care Day Service) This could be as assistant managerdeputy unit or service manager May include responsibility as RegisteredManager of the Service
Adults AdvancedPractitioner
Roles within adult social care services that need a high level ofknowledge of care provision activities or a specific specialism Notinvolved in direct management of staff but has some responsibility forassessment of individualsrsquo needs of and ensures positive outcomes
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Diploma in Leadership for Health and Social Care and Children and Young PeoplesServices (England) (QCF)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a 60005737 City amp Guilds 80 na na
B1b 60005877 CACHE 80 na na
B1c 60007448 Pearson Edexcel 80 na na
B1d 60010228 Pearson EDI 80 na na
B1e 60027708 Skillsfirst 80 na na
B1f 6001250x OCR 80 na na
B1g 60081259 LAO 80 na na
B1h 60089556 iCQ 80 na na
B1i 60123448 Highfield Awarding Body for Compliance 80 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcareorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed at httpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management and advanced practitioner roles
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM the Higher ApprenticeshipLearners may progress from this pathway onto further qualifications specific to their workcontext A wide range of qualifications are available for use within the social care sector
Apprentices can also move to other parts of the sector for example from adultsrsquo advancedpractice to adultsrsquo residential management They can also move to the Children and YoungPeoplersquos Workforce sector or the Health sector completing additional sector and job-relevantunits available on the diploma They may also seek recognition of their prior learning in theQCF to achieve entry credit transfer or advanced standing for a higher education qualificationat a University
Progression to professional qualification in Social Carehttpcareerpathwayssk illsforcareorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspxSocial care worker httpcareerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Progression to other specific job roles
Care manager
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Officers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 1
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Description of this pathway
Total minimum credit value for this pathway 120 credits
Entry requirements for this pathway in addition to the framework entryrequirements
There are no additional entry requirements however providers must work with employers andApprentices to ensure that the Apprenticeship offered is the most appropriate for theindividualrsquos job role whilst reflecting individual employer and learner needs
Level 5 Pathway 2 Specialist Adult Social Care
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Job title(s) Job role(s)
Manager of SpecialistAdult Social CareServices
Manager of specialist services with a specialist knowledge of particularadult social care provision and requirements for example responsibility forstrategic planning of dementia care across a service
BusinessDevelopmentManager in adultsocial care
Enterprisebusiness development role which involves managing a businesson behalf of others andor starting and growing a new business andordeveloping an existing business andor supporting an employer to achieveany of these objectives
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Qualifications
Competence qualifications available to this pathway
NA
Knowledge qualifications available to this pathway
NA
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway
B1 - Higher Diploma Professional Practice in Leading and Managing Care Services(Dementia Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B1a NA Middlesex University 120 na na
B2 - Higher Diploma Professional Practice in Leading and Managing Care Services (Endof Life Care)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B2a NA Middlesex University 120 na na
B3 - Higher Diploma Professional Practice in Leading and Managing Care Services(Business Quality and Service Improvement)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B3a NA Middlesex University 120 na na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Combined qualifications available to this pathway (cont)
B4 - Professional Diploma in Care Leadership and Management (Business Developmentand Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B4a NA University College Birmingham 120 na na
B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B5a NA University College Birmingham 120 na na
B6 - Diploma in Professional Practice in Social Care (Business amp Enterprise)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B6a NA University of Chichester 120 na na
B7 - Diploma in Professional Practice in Social Care (Dementia)
No Ref no Awarding organisationCreditvalue
Guidedlearning
hours
UCASpointsvalue
B7a NA University of Chichester 120 na na
Relationship between competence and knowledge qualifications
Those Apprentices that have already achieved competence andor knowledge qualificationsbefore entry to the Apprenticeship must select options which will equip them with new skillsand learning The qualification listed offers a full range of options
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Transferable skills (England)
Functional Skills GCSE (with enhanced functional content) and Key Skills(England)
Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded
EnglishMinimum
levelor grade
Creditvalue
Functional Skills qualification in English na
GCSE qualification in English (with enhanced functional content) na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
MathematicsMinimum
levelor grade
Creditvalue
Functional Skills qualification in Mathematics na
GCSE qualification (with enhanced functional content) in Mathematics na
achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship
achieved before September 2012 otherwise at any time prior to starting the Apprenticeship
Inclusion of Information and Communications Technology (ICT)
na
Progression routes into and from thispathwaySkills for Care have developed a career pathways information tool which shows progression
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Skills for Care have developed a career pathways information tool which shows progressionoptions at every occupational level including Intermediate Advanced and Higher levelApprenticeships This can be accessed at httpcareerpathwaysskillsforcar eorguk and itcontains examples case studies and videos
The career pathways matrix a part of the tool can be accessed athttpcareerpathwaysskillsforcareorgukcareermatrixhtml
Progression TO the Higher ApprenticeshipApprentices will be from different age groups with differing backgrounds and experience Asthere are no formal entry criteria apprentices do not have to enter from previous qualificationroutes However the Higher Apprenticeship has been developed to provide scope and breadthfor those in and moving into leadership and management as well as advanced practice rolesspecialist service management and business development
As a guide applicants may enter via a range of routes including from
Advanced and less typically Intermediate level Apprenticeships often via otherqualifications (for example in management or nursing)workunemployment with previous related experienceHealth and Social Care NVQ only competence qualificationknowledge qualifications relevant to health and social carenon-social care leadership and management rolessocial work qualificationsnursing qualifications
Progression FROM this pathway The Adult Social Care Workforce Development Strategy lsquoCapable Confident Skilledrsquo May 2011included the following deliverable in relation to qualifications
The development of a higher education (HE) strategy to ensure progression from vocationalqualifications and closer links between the needs of employers and qualifications offered by HESfC principles for working in HE underpin development and continued activity taking place in2012-13 in particular the implementation of the Skills for Care Higher Apprenticeships Fromthis pathway Apprentices may progress to full BA or BSc programmes and qualificationsgraduate diplomas and a range of University qualifications in Care Social Work or HealthLearners may progress from this pathway onto further HE qualifications specific to their work context
Progression to professional qualification in Social Carecareerpathwaysskillsfor careorgukindexhtmlSocial worker wwwskillsforcare orgukSocial-workSocial-workaspx
Social care worker careerpathw aysskillsforcareorgukwhat_iswhat_typeshtml
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Progression to other specific job roles
Care managerOfficers in chargeregistered managerDay services manager
Apprentices on the social care pathway can move to the health sector Further detailedinformation and advice on careers within the health sector can be found at wwwnhscareersnhsuk
UCAS points for this pathway
(no information)
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
level 5
Pathway 2
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Employee rights and responsibilitiesna
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The remaining sections apply to all levels and pathways within this framework
How equality and diversity will be metEquality and InclusionThe Framework is designed to tackle under-representation within the occupation and bysetting no specific entry requirements remove barriers to entry and progression
There should be open recruitment of apprentices to the programme which is available to allpeople regardless of gender ethnic origin religionbelief sexual orientation or disability whomeet the stated selection criteria All partners involved in the delivery of the Apprenticeship ndashNational Apprenticeship Service (NAS) regional offices providers assessment centres andemployers must be committed to a policy of equal opportunities with a stated equalopportunities policy and procedure
Employersproviders must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection and employment All promotional selection and trainingactivities must comply with the following relevant legislation
The Equality Act 2010 (further guidance may be found atwwwequalityhumanrightscomadvice-and-guidancenew-equality-act-guidance )Health amp Social Care Act 2008The Sex Discrimination Act 1975 and Code of PracticeThe Race Relations Act 1976 and Code of PracticeRace Relations (Amendment) Act 2000The Disability Discrimination Act 1995 and Code of PracticeData Protection Act 1998Employment Right Act 1996The Gender (Re-assignment) Act 1999Harassment Act 1997Health and Safety at Work Act 1974Human Rights Act 1998Public Interest Disclosure Act 1998 (Whistle Blowing Charter)Rehabilitation of Offenders Act 1974-1986 AmendmentSexual Discrimination Act 1976Proposed Code of Practice ndash Recruitment amp Employment of Gay Men amp Lesbians
The apprenticersquos knowledge about equal opportunities policies and procedures can be used asevidence for the Employment Responsibilities and Rights component and parts of theknowledge qualification
Providers will monitor equality of opportunity practice and procedures within their ownorganisation and take positive action when necessary It is also recommended that
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
employersproviders conduct an exit interview if the apprentice leaves the programme beforecompletion
Skills for Care will retain overall responsibility for the development of the Apprenticeship andfor monitoring equality of opportunity primarily by the analysis of NAS statistical returnsWhere questions arise concerning policy and practice Skills for Care will work closely with thelocal NAS office concerned to identify causes and to implement positive action whereappropriate
Skills for Care are very aware that adult social care worker roles are predominantlyfemale-dominated in terms of uptake
Skills for Care plan to undertake projects related to equality and diversity within itsframeworks Skills for Care has embarked upon pilot projects to focus on the journey of maleapprentices to provide case studies and good practice cases to try and address genderimbalance across all parts of the sector including encouraging more male applicants intopersonal assistance and domiciliary care roles Skills for Care is not aware of any otherimbalance in the take up of the framework by ethnic groups for instance The same projectalso intends to raise equality and diversity awareness amongst employers training providersand learners to try and encourage local recruitment to reflect the community on allApprenticeship frameworks
Skills for Care also intend to improve the equality and diversity monitoring of all itsframeworks via registration data and its certification completions to assist a betterunderstanding of this issue
Skills for Care believes that there should be open recruitment to Apprenticeship frameworkswhich is available to all who meet the stated selection criteria for the Apprenticeshipprogramme they are applying to Skills for Care expects all partners involved in the delivery ofthe Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are notdiscriminated against in terms of entry to and progression within the adult social care sectorusing the 8 protected characteristics of
Age1Disability2Gender reassignment3Marriage and civil partnership4Pregnancy and maternity5Race6Religion or Belief7Sex or sexual orientation8
Skills for Care StatementSkills for Care aims to continue to monitor equality of access and opportunity to employmentIn addition to the above we specifically aim to redress imbalances within the current
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
In addition to the above we specifically aim to redress imbalances within the currentworkforce profiles with respect to age and gender
AgeThose aged under 19 are particularly under-represented within the sector Currently 98 ofthe care work force is aged between 18-24 years and 4 are 16-19 The average age of aworker entering social care is 34 years However registered managers are more likely to havejoined the sector younger 54 being under 30 years old at entry
Skills for Care actively promotes career development potential of the sector to young peopleaged 16 -19 years old We have developed and distributed specific resources for pupils in years8 and 9 and school and other careers advisers in order to reach a younger audience andencourage them to enter the sector We also have a presence in social media
Apprentices aged 16 and 17 may carry out personal care provided the person receiving caregives consent they have been suitably trained and are deemed competent by their manager
This is a statement supported by the CQC (Care Quality Commission) and a copy of it can befound on the Skills for Care websitewwwskillsforcareorgukAbout-usNewsNews-archiveSkills-for-Care-highlights-guidance-on-employing-workers-aged-under-18aspx
GenderA high proportion of women work in direct provision of adult social care In the statutory sectorthis is 86 85 in the private sector and 805 in the voluntary sector Males represent155 of the adult social care workforce However amongst senior managers the percentageis considerably higher at 30 The proportion of male workers is highest at establishmentsproviding adult day care (216) and adult community care (208)
Skills for Care will aim to redress imbalances in recruitment and retention and to promoteequality of opportunity particularly throughout at both management and operational levelsSkills for Care has actively run pilots since 2009 promoting men into care and good practiceand learning from the pilots can be found as case studies on our websitewwwskillsforcareorgukQualifications-and-ApprenticeshipsApprenticeshipsSupporting-resourcesaspx
Male role models are positively promoted through marketing materials photos and case studiesand we promote the extensive career progression available in the sector as well as the varietyof jobs in the sector to both men and women We work to ensure adult social care is not seenas just personal care or work in homes for the elderly but that both male and female potentialentrants to the sector see the very wide variety of job roles which we cover
EthnicityThe highest proportions of BME workers are amongst care workers and senior care workers
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
The highest proportions of BME workers are amongst care workers and senior care workers(19) and social workers (17) 21 of BME staff work in establishments providing adultresidential care and 18 providing domiciliary care As such the proportion of BME workers inthe sector is quite high with 81 of people identifying themselves as White British in theNMDS-SC as of June 2012 The proportion of workers classified as BME is 188 in EnglandThis varies by region ranging from 628 in London to 42 in the North EastSkills for Care promotes care to all ethnic groups and aims to use a diverse range ofpublication materials and imagery in order to positively relay opportunities in the sector to allethnic groups
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
On and off the job guided learning(England)
Total GLH for each pathway
GLH does not apply to Higher Apprenticeship frameworks
Minimum off-the-job guided learning hours
na
How this requirement will be met
na
Minimum on-the-job guided learning hours
na
How this requirement will be met
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Personal learning and thinking skillsassessment and recognition (England)
Summary of Personal Learning and Thinking Skills
na
Creative thinking
na
Independent enquiry
na
Reflective learning
na
Team working
na
Self management
na
Effective participation
na
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
Higher Apprenticeship in Care Leadership and Management - Level 5 (England)
Apprenticeship in Construction-Building
apprenticeshipFRAMEWORKS ONLINE
Additional employer requirementsThere are no additional employer requirements However in Pathway 1 Higher Apprenticeshipin General Adult Social Care apprentices have access to a number of optional units in theDiploma which can be taken although possibly at a cost to either the apprentice or theemployer
wwwafosscallianceorgFor more information visit
wwwafosscallianceorgFor more information visit
