Confirm occupational competence and/or ‘licence to practice’
Qualification Grading Type
Why choose this qualification?
This qualification replaces the current qualification for the Health and Social Care SASE framework and any new apprentices will require this qualification as part of the Healthcare Support Worker and Adult Care Worker standards for the new trailblazer apprenticeship.
This qualification is a mandatory part of training programme for apprentices prior to completing end point assessment. It enables the learner to achieve the core NOS identified in the Skills for Care and Development and Skills for Health specifications for an adult care worker or healthcare support worker: Communication, Person development, Values and behaviours, Health and wellbeing, Responsibilities, Safeguarding.
The optional units can support end point assessment and contain a mixture of health and care content which allows the learner to consider the different options within the sector.
Rules of Combination
Learners must achieve a minimum of 46 credits with 24 credits coming from the mandatory units and the rest may be drawn from any of the optional groups. Optional units must be selected in liaison with the employer for an apprenticeship role.
J/616/6811 Introductory awareness of models of disability barred against Y/601/3446
Learners must complete the nine units from the mandatory group, totalling 24 credits.
Communication in care settings
Duty of care
Equality and inclusion in care settings
Handle information in care settings
Health, safety and wellbeing in care settings
Implement person-centred approaches in care settings
Personal development in care settings
Responsibilities of a care worker
Safeguarding and protection in care settings
Learners may choose optional units from this group if they are planning on working, or already working, in this sector.
Assist in the administration of medication
Assist the practitioner to carry out health care activities
Causes and Spread of Infection
Cleaning, Decontamination and Waste Management
Contribute to Monitoring the Health of Individuals Affected by Health Conditions
Contribute to the Care of a Deceased Person
Contribute to the effectiveness of teams
Monitor and maintain the environment and resources during and after clinical/therapeutic activities
Move and Position Individuals in Accordance with their Care Plan
Obtain and Test Capillary Blood Samples
Obtain and Test Specimens from Individuals
Prepare individuals for healthcare activities
Principles of Health Promotion
Promotion of general health and wellbeing
Provide Support for Sleep
Provide support to manage pain and discomfort
Select and wear appropriate personal protective equipment for work in healthcare settings
Support Individuals Undergoing Healthcare Activities
Support Individuals Who Are Distressed
Support Individuals at the End of Life
Support Individuals to Access and Use Information About Services and Facilities
Support Individuals to Carry Out Their Own Health Care Procedures
Support Individuals to Eat and Drink
Support Individuals to Manage Continence
Support Individuals to Meet Personal Care Needs
The Principles of Infection Prevention and Control
Understand Mental Well-Being and Mental Health Promotion
Understand mental health problems
Undertake Agreed Pressure Area Care
Undertake Physiological Measurements
Undertake personal hygiene activities with individuals
Learners may choose from these optional units which are relevant to working in either the adult care or health sector.
Approaches to Enable Rights and Choices for Individuals with Dementia Whilst Minimising Risks
Contribute to Supporting Individuals with a Learning Disability to Access Healthcare
Contribute to the Support of Individuals with Multiple Conditions and/or Disabilities
Enable Rights and Choices of Individuals with Dementia Whilst Minimising Risks
End of Life and Dementia Care
Equality, Diversity and Inclusion in Dementia Care Practice
Introductory Awareness of Models of Disability
Introductory Awareness of Sensory Loss
Introductory awareness of Autistic Spectrum Conditions
Managing symptoms in end of life care
Principles of Positive Risk taking for Individuals with Disabilities
Principles of Self-Directed Support
Principles of Supporting Individuals with a Learning Disability Regarding Sexuality and Sexual Health
Principles of Supporting Individuals with a Learning Disability to Access Healthcare
Provide Support for Mobility
Purpose and Principles of Independent Advocacy
Support Effective Communication with Individuals with a Sensory Loss
Support Families of Individuals with Acquired Brain Injury
Support Parents with Disabilities
The Person Centred Approach to the Care and Support of Individuals with Dementia
Understand Advance Care Planning
Understand Equality, Diversity and Inclusion in Dementia Care
Understand How to Provide Support When Working in End of Life Care
Understand How to Support Individuals During the Last Days of Life
Understand How to Work in End of Life Care
Understand Mental Health
Understand Physical Disability
Understand and Enable Interaction and Communication with Individuals with Dementia
Understand and Implement a Person Centred Approach to the Care and Support of Individuals with Dementia
Understand and Meet the Nutritional Requirements of Individuals with Dementia
Understand the Administration of Medication to Individuals with Dementia Using a Person Centred Approach
Understand the Context of Supporting Individuals with Learning Disabilities
Understand the Diversity of Individuals with Dementia and the Importance of Inclusion
Understand the Factors that can Influence Communication and Interaction with Individuals who have Dementia
Understand the Role of Communication and Interactions with Individuals who have Dementia
Understand the impact of Acquired Brain Injury on individuals
Work with Other Professionals and Agencies to Support Individuals with a Physical Disability
Learners may choose to select units from this section if they are planning on working, or working already within the adult care sector.
Contribute to Support of Positive Risk-Taking for Individuals
Contribute to Supporting Group Care Activities
Contribute to Supporting Individuals in the use of Assistive Technology
Contribute to the Support of Infection Prevention and Control in Social Care
Facilitate Person Centred Assessment, Planning, Implementation and Review
Gain Access to the Homes of Individuals, Deal With Emergencies and Ensure Security on Departure
Meet Food Safety Requirements When Providing Food and Drink for Individuals
Prepare Environments and Resources for use During Healthcare Activities
Prepare for and carry out extended feeding techniques
Promote positive behaviour
Provide Active Support
Provide Agreed Support for Foot Care
Provide Support for Journeys
Provide Support for Leisure Activities
Provide Support for Therapy Sessions
Support Care Plan Activities
Support Individuals in Their Relationships
Support Individuals to Maintain Personal Hygiene
Support Individuals to Negotiate Environments
Support Participation in Learning and Development Activities
Support Person-Centred Thinking and Planning
Support Use of Medication in Social Care Settings
Support independence in the tasks of daily living
Support individuals to live at home
Support individuals who are bereaved
Support individuals with specific communication needs
Understand how to Support Pndividuals to be Part of a Community
Understand the Benefits of Engaging in Activities in Social Care
Understand the Effects of Ageing in Activity Provision
Work in partnership with families to support individuals
See assessment principles
Internal quality assessor requirements
See assessment principles
What is the purpose of this qualification?
The purpose of the qualification is to confirm the competence of the learner to enable them to work as an adult care or healthcare support worker and to give employers confidence that the learner has acquired the required skills to work competently in this role.
What skills, knowledge, or understanding does this qualification develop?
To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This qualification covers Healthcare Support Workers, Adult Care Workers and Personal Assistants. Personal assistants do the same job as an Adult Care Worker an
How is this qualification different from other, similar qualifications?
This qualification replaces the current qualification for the Health and Social Care SASE framework and any new apprentices will require this qualification as part of the Healthcare Support Worker and Adult Care Worker standards for the new trailblazer apprenticeship
Which sector does this qualification support?
This qualification is a mandatory part of training programme for apprentices prior to completing end point assessment. The optional units can support end point assessment and contain a mixture of health and care content which allows the learner to consider the different options within the sector.
Which job roles does this qualification support?
The qualification enables the learner to achieve the core NOS identified in the Skills for Care and Development and Skills for Health specifications for an adult care worker or healthcare support worker: Communication, Person development, Values and behaviours, Health and wellbeing, Responsibilities, Safeguarding.
What are the progression options?
After a period of working and gaining experience, you may be able to work towards an Senior Healthcare Support Worker or Lead Adult Care Worker post.
What are the English and maths progression options?
If completed as part of an apprenticeship, learners must also achieve maths and English qualifications if they do not already hold them.
Progression & entry requirementsWhen recruiting to an apprenticeship role, employers may select apprentices with prior experience as a support worker. Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
There are now two main sources for funding information, a straightforward ESFA Qualification Search and the more detailed Find a Learning Aim website.
The new Find a learning aim (FALA) service provides a search tool that you can use to check the funding status of any qualification, framework, unit, standard or T Level:
The Education and Skills Funding Agency search provides funding information on qualifications. It does not provide funding information for units, non-regulated activity and work placements, for this information please use Find a learning aim (FALA).
How to find a learning aim
If you’re not sure how to use the new find a learning aim website, we’ve created a handy walkthrough to help you:
We have done our best to collate and summarise the key information, and wherever possible we alert our providers to changes in funding policy.
This funding information is provided in good faith and it is always advisable to check directly with the funding agencies before committing to delivery.