Overview
This qualification provides the skills and knowledge needed to manage practice and lead others in adult health and social care provision or in children and young people’s services.
It has five pathways – three for adults and two for children and young people:
• Management
• Advanced Practice
Entry Requirements
Learners should be at least age 19 and above. It is also recommended that they hold a Level 3 qualification or a higher level qualification in a related area.
Module Structure
Learners must take the 6 Shared Core Mandatory Units, 5 Mandatory Adults’ Advanced Practice Pathway Units (51 credits) and the remaining 39 credits from Option Groups H, I and J.
A minimum of 1 credit and a maximum of 6 credits must be taken from Option Group I.
Learners must achieve 90 credits, a minimum of 66 of these credits must be at/above Level 5.
| Unit title | Unit type | Level | Credit | ||
| Use and develop systems that promote communication | Skills | 5 | 3 | ||
| Promote professional development | Knowledge/ Skills | 4 | 4 | ||
| Champion equality, diversity and inclusion | Knowledge/ Skills | 5 | 4 | ||
| Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people’s settings | Knowledge/ Skills | 5 | 5 | ||
| Work in partnership in health and social care or children and young people’s settings | Knowledge/ Skills | 4 | 4 | ||
| Undertake a research project within services for health and social care or children and young people | Knowledge/ Skills | 5 | 10 | ||
| Total credit and GLH for Shared Core and Mandatory Units | 30 | ||||
| Unit title | Unit type | Level | Credit | ||
| Manage health and social care practice to ensure positive outcomes for individuals | Knowledge/ Skills | 5 | 5 | ||
| Safeguarding and protection of vulnerable adults | Knowledge/ Skills | 5 | 5 | ||
| Understand safeguarding of children and young people (for those working in the adult sector) | Knowledge | 3 | 1 | ||
| Lead person-centered practice | Knowledge/ Skills | 5 | 4 | ||
| Assess the individual in a health and social care setting | Knowledge/ Skills | 5 | 6 | ||
| Credit and GLH from Group G units | 21 | ||||
| Total credit and GLH for Mandatory plus Group G Units | 51 | ||||
Details of these units can be found in the separate Optional Units document which can be found on the NCFE CACHE website www.cache.org.uk and our secure site.
| Unit title | Unit type | Level | Credit |
| Develop procedures and practice to respond to concerns | Knowledge/ | 5 | 6 |
| and complaints | Skills | ||
| Recruitment and selection within health and social care or | Knowledge/ | 4 | 3 |
| children and young people’s settings | Skills | ||
| Facilitate the development of effective group practice in | Knowledge/ | 5 | 6 |
| health and social care or children and young people’s | Skills | ||
| settings | |||
| Facilitate coaching and mentoring of practitioners in | Knowledge/ | 5 | 6 |
| health and social care or children and young people’s | Skills | ||
| settings | |||
| Manage induction in health and social care or children | Knowledge/ | 4 | 3 |
| and young people’s settings | Skills | ||
| Facilitate change in health and social care or children and | Knowledge/ | 5 | 6 |
| young people’s setting | Skills | ||
| Manage an inter-professional team in a health and social | Knowledge/ | 6 | 7 |
| care or children and young people’s setting | Skills | ||
| Manage finance within own area of responsibility in health | Knowledge/ | 4 | 4 |
| and social care or children and young people’s setting | Skills | ||
| Unit title | Unit type | Level | Credit |
| Manage quality in health and social care or children and young people’s setting | Knowledge/ Skills | 5 | 5 |
| Develop and evaluate operational plans for own area of responsibility | Skills | 5 | 6 |
| Manage physical resources | Knowledge/ Skills | 4 | 3 |
Details of these units can be found in the separate Optional Units document which can be found on the NCFE CACHE website.
| Unit title | Unit type | Level | Credit |
| Understand partnership working | Knowledge | 4 | 1 |
| Understand how to manage a team | Knowledge | 4 | 3 |
| Understanding professional supervision practice | Knowledge | 4 | 3 |
| Understand the process and experience of dementia | Knowledge | 3 | 3 |
| Understand physical disability | Knowledge | 3 | 3 |
| Understand the impact of acquired brain injury on individuals | Knowledge | 3 | 3 |
| Understand sensory loss | Knowledge | 3 | 3 |
| Principles of supporting individuals with a learning disability regarding sexuality and sexual health | Knowledge | 3 | 3 |
| Unit title | Unit type | Level | Credit |
| Understand how to support individuals during last days of life | Knowledge | 3 | 3 |
| Understand Advance Care planning | Knowledge | 3 | 3 |
| End of life and dementia care | Knowledge | 3 | 2 |
Details of these units can be found in the separate Optional Units document which can be found on the NCFE CACHE website.
| Unit title | Unit type | Level | Credit |
| Manage domiciliary services | Knowledge/ Skills | 5 | 6 |
| Lead the management of transitions | Knowledge/ Skills | 5 | 4 |
| Lead positive behavioral support | Knowledge/ Skills | 7 | 10 |
| Develop provision for family support | Knowledge/ Skills | 5 | 5 |
| Lead support for disabled children and young people and their carers | Knowledge/ Skills | 6 | 8 |
| Lead active support | Knowledge/ Skills | 5 | 5 |
| Active support: Lead interactive training | Knowledge/ Skills | 5 | 4 |
| Promote access to healthcare for individuals with learning disabilities | Knowledge/ Skills | 5 | 6 |
| Promote good practice in the support of individuals with autistic spectrum conditions | Knowledge/ Skills | 5 | 7 |
| Support families who are affected by acquired brain injury | Knowledge/ Skills | 3 | 3 |
| Support families who have a child with a disability | Knowledge/ Skills | 3 | 3 |
| Support the development of community partnerships | Knowledge/ Skills | 4 | 5 |
| Support individuals to access housing and accommodation services | Knowledge/ Skills | 3 | 4 |
| Support individuals at the end of life | Knowledge/ Skills | 3 | 7 |
| Work with families, carers, and individuals during times of crisis | Knowledge/ Skills | 4 | 5 |
| Implement the Positive Behavioral Support model | Knowledge/ Skills | 4 | 8 |
| Support individuals to access education, training, or employment | Knowledge/ Skills | 4 | 4 |
| Promote awareness of sensory loss | Knowledge/ Skills | 5 | 3 |
| Support the use of assistive technology | Knowledge/ Skills | 5 | 4 |
| Explore models of disability | Knowledge/ Skills | 5 | 5 |
Progression
The Advanced Practice pathway is geared towards senior practitioners who would like to develop their career but wish to remain active practitioners in the management framework.
Which type of job roles can learners apply for on completion?
On completion learners can progress to a wide range of job roles depending on the pathway taken. The following list is not all-inclusive, but gives a taster of the opportunities available in either adult or children and young people’s settings:
• Manager
• Deputy Manager
• Assistant Manager
• Care Broker
• Case Manager
• Senior Support Worker
• Day Care Manager
• Residential Care Manager
What does the qualification cover?
The six pathways cover a wide range of topics including:
• Safeguarding and protection
• Developing and carrying out policy
• Managing care services, change programs and recruitment
• Promoting and developing best practice
• Supporting development and partnership working
• Care management
• Quality systems and improvement
Accreditation
NCFE / Cache Ofqual regulated awarding bodies
Duration
12 Months