This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has obtained Ofqual recognition. Once the EPAO has obtained Ofqual recognition, funding for apprentice starts will be permitted and this message will be removed.
This apprenticeship has options. This document is currently showing the following option:
Provide early intervention, specialist advocacy, emotional and practical support to those who are experiencing and recovering from domestic abuse and or sexual violence.
This occupation is found in voluntary and statutory social care and protective services, to provide advocacy and support to those experiencing, at risk of, and recovering from, domestic abuse and or sexual violence This includes the provision of information and advice, raising awareness, signposting and referrals.
The broad purpose of the occupation is to provide early intervention, specialist advocacy, emotional and practical support to those who are experiencing and recovering from domestic abuse and or sexual violence at all levels of risk. This includes the provision of information and advice, emergency accommodation, awareness raising, signposting and referral.
In their daily work, an employee in this occupation interacts with survivors of domestic abuse and or sexual violence, and their children, as well as professionals in social care and protective services such as police, housing providers, local authorities, social workers, medical providers, education providers, legal professionals, civil and criminal court staff, and probation and prison staff. An employee in this occupation will be responsible for working as part of a co-ordinated community response, applying specialist knowledge and skills in a variety of contexts to provide advocacy and support to those facing or at risk from domestic and sexual violence and abuse to ensure safety, wellbeing, and recovery. They will carry out risk and needs assessments and undertake safety planning with survivors of domestic abuse and or sexual violence, and work within a multi-agency framework to ensure the safety of adult and child survivors of domestic abuse and or sexual violence, is prioritised. This may include supporting on a one-to-one or group level with survivors and perpetrators, updating and collating information from a range of service providers, updating own knowledge regarding legal, health, housing, finances and safety requirements related to domestic and sexual violence and abuse, recording case work and progressing case work through the application of knowledge and skills. There are many different job titles used for occupations in the domestic and sexual violence sector and it would be impossible to include all, especially as there are different job titles for those that carry out the same roles in different organisations. However, there are clear distinctions made between those that support adults, those that support children and those that only support victims of sexual violence. The options offered in this standard reflect this and enables all apprentices to gain an apprenticeship for their given job role.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Presentation with questions
You will produce and deliver a presentation to an independent assessor. You must submit your presentation slides and any supporting materials to the EPAO by the end of week You have 4 of the EPA period. The presentation and questions will last at least 45 minutes. The independent assessor will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 75 minutes. They will ask you at least 16 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in voluntary and statutory social care and protective services, to provide advocacy and support to those experiencing, at risk of, and recovering from, domestic abuse and or sexual violence This includes the provision of information and advice, raising awareness, signposting and referrals.
The broad purpose of the occupation is to provide early intervention, specialist advocacy, emotional and practical support to those who are experiencing and recovering from domestic abuse and or sexual violence at all levels of risk. This includes the provision of information and advice, emergency accommodation, awareness raising, signposting and referral.
In their daily work, an employee in this occupation interacts with survivors of domestic abuse and or sexual violence, and their children, as well as professionals in social care and protective services such as police, housing providers, local authorities, social workers, medical providers, education providers, legal professionals, civil and criminal court staff, and probation and prison staff. An employee in this occupation will be responsible for working as part of a co-ordinated community response, applying specialist knowledge and skills in a variety of contexts to provide advocacy and support to those facing or at risk from domestic and sexual violence and abuse to ensure safety, wellbeing, and recovery. They will carry out risk and needs assessments and undertake safety planning with survivors of domestic abuse and or sexual violence, and work within a multi-agency framework to ensure the safety of adult and child survivors of domestic abuse and or sexual violence, is prioritised. This may include supporting on a one-to-one or group level with survivors and perpetrators, updating and collating information from a range of service providers, updating own knowledge regarding legal, health, housing, finances and safety requirements related to domestic and sexual violence and abuse, recording case work and progressing case work through the application of knowledge and skills. There are many different job titles used for occupations in the domestic and sexual violence sector and it would be impossible to include all, especially as there are different job titles for those that carry out the same roles in different organisations. However, there are clear distinctions made between those that support adults, those that support children and those that only support victims of sexual violence. The options offered in this standard reflect this and enables all apprentices to gain an apprenticeship for their given job role.
A satisfactory enhanced DBS check will be an entry requirement for the programme.
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Duty 1 Respond to and manage information from survivors and supply information to external agencies. |
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Duty 2 Respond to and manage crisis situations whilst adhering to lone working policies and other relevant procedures. |
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Duty 3 Carry out risk assessment and safety planning with survivors whilst considering safeguarding issues and individual support needs. |
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Duty 4 Commit to equality and challenge inequality and discrimination in all aspects of practice. |
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Duty 5 Use different communication methods and adapt your style to achieve the desired outcomes for survivors. |
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Duty 6 Create a safe and appropriate environment for survivors within the context of your service using trauma informed approaches. |
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Duty 7 Manage and maintain casework and information sharing in line with legal requirements and organisational policy and procedures. |
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Duty 8 Raise awareness of the nature, prevalence, and consequences of all forms of domestic and sexual abuse and violence. |
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Duty 9 Support survivors through criminal and or civil court processes. |
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Duty 10 Support and engage with survivors to inform them of local and regional services. |
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Duty 11 Advocate for survivors and their families within multi-agency settings and processes. |
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Duty 12 Provide information and support to enable survivors to make their own informed choices towards recovery. |
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Duty 13 Maintain own wellbeing and personal development via training or supervision |
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| Duty | KSBs |
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Duty 14 Demonstrate an understanding of trauma and apply trauma informed approaches in support interventions. |
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Duty 15 Contribute to and promote local and national initiatives including consultations and campaigns. |
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Duty 16 Support survivors to explore appropriate accommodation and access appropriate health, welfare and financial support using local and national provisions. |
K8 K17 K18 K19 K20 K21 K23 K24 K41
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Duty 17 Support survivors who are not British citizens, including asylum-seekers, refugees, individuals from the European Economic Area (EEA) and other migrants, to access safe housing, financial support and other services using local and statutory provisions that meet cultural and religious needs. |
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Duty 18 Support survivors to understand the nature and impact of the abuse on their family and assist them in accessing relevant resources. |
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Duty 19 Support children, young people and their parent or carer with their emotional and practical needs. |
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Duty 20 Provide engagement activities appropriate to the child or young person’s individual experience of abuse. |
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Duty 21 Empower and support survivors with tools to maintain and strengthen their relationships with their children. |
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Duty 22 Carry out early intervention and preventative work with children and young people. |
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Duty 23 Contribute to initiatives to educate children and young people around consent, healthy relationships, gender inequality and all forms of domestic and sexual abuse and violence. |
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Duty 24 Act as an advocate to challenge institutional discrimination. |
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Duty 25 Deliver a specialist advocacy service for survivors and co-survivors of sexual violence that focuses on meeting the individual needs of the client, recognises and responds to intersecting causes of oppression. |
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Duty 26 Identify and challenge myths and stereotypes surrounding sexual violence. |
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Duty 27 Provide trauma informed, strengths-based, client led support to survivors of sexual violence. |
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Duty 28 Support clients in understanding their reactions in the immediacy of sexual violence and recognising and managing the longer-term impacts they might experience. |
K1: Organisational policies and procedures for responding to crisis situations.
Back to Duty
K2: Organisational policies and procedures for risk assessment, safeguarding and safety planning and the tools which can be used.
Back to Duty
K3: Gendered, historical, social, and intersectional contexts of domestic abuse and or sexual violence.
Back to Duty
K4: Legislation and organisational policies and procedures relevant to the sector including those relating to anti-discrimination and equality.
Back to Duty
K5: Case management systems used by own organisation, how they operate and monitor outcomes, and how they should be used within own role and in line with organisational policies and procedures.
Back to Duty
K6: Organisational policies and procedures for supporting survivors of domestic abuse and or sexual violence, through police and court processes.
Back to Duty
K7: Civil and criminal sanctions, remedies and orders available to hold perpetrators accountable and promote the safety of victims.
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K8: Types of information available from external organisations and how to obtain it.
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K9: Different communication aids that can be used when working remotely or face to face.
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K10: The importance of communicating with survivors of domestic abuse and or sexual violence, considering their individual backgrounds and experiences of domestic abuse and or sexual violence.
Back to Duty
K11: Professional boundaries and responsibilities of the role and the importance of maintaining independence.
Back to Duty
K12: Models of reflective practice and how reflection can be used to improve own practice.
Back to Duty
K13: Programmes that are available to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence and or how to deliver the programmes.
Back to Duty
K14: Ways in which survivors of domestic abuse and or sexual violence can input into own organisation’s and national processes and governance.
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K15: Sources of secondary and institutional abuse and ways of addressing these including through complaints procedures to promote the empowerment of survivors of domestic abuse and or sexual violence.
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K16: The importance of raising awareness of accountability of perpetrators of domestic abuse and or sexual violence.
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K17: Options available to survivors of domestic abuse and or sexual violence to access safe accommodation and secure a permanent address.
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K18: Ways that survivors of domestic abuse and or sexual violence can access legal, financial, voluntary and statutory support services.
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K19: How statutory homelessness duties apply, and local and regional policies on obtaining social housing.
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K20: How to support survivors of domestic abuse and or sexual violence with child maintenance services applications.
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K21: How immigration status can affect statutory access to healthcare and other services and support.
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K22: Ways to support survivors of domestic abuse and or sexual violence who are not British citizens with accessing help and support.
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K23: The availability and priorities of other agencies and support services for survivors of domestic abuse and or sexual violence.
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K24: What constitutes a needs-led approach to safety.
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K25: The impacts of domestic abuse on children and young people and how to support them.
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K26: Ways to communicate with children and young people using technologies adapted to individual needs.
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K27: How to design appropriate activities for children and young people.
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K28: Ways to support and involve survivors who are parents when working with their children.
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K29: Techniques to support and promote the empowerment of survivors of domestic abuse and or sexual violence when dealing with contact from children and young people and family court processes.
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K30: The importance of carrying out preventative work and activities for children and young people, and the different programmes available.
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K31: The rights, entitlements and support options available to children and young people, and how to access services.
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K32: Agencies that support children and young people, and their referral and information requirements.
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K33: Core values and empowerment models to adopt when supporting and working with survivors of sexual violence.
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K34: Agencies that support survivors of child sexual abuse (CSA) and child sexual exploitation (CSE), and how to make referrals to these.
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K35: When and how to challenge myths and stereotypes about survivors of sexual abuse.
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K36: Impacts of sexual assault and sexual exploitation on children, young people, and adult survivors.
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K37: Different ways that survivors of sexual abuse and violence may be impacted by their experiences, including cognitive, practical, emotional and behavioural responses and how to adapt provision of support to meet their needs.
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K38: Barriers to disclosure and how to identify and overcome them.
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K39: The rights, entitlements and support options available to survivors of sexual violence, and how to access services and specialist advice.
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K40: The agencies and support services in place for survivors of sexual violence and how priorities may affect their availability.
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K41: The range of impacts domestic abuse and or sexual violence can have on survivors and how to adapt service provision to support them.
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K42: The importance of self-care and available support structures.
Back to Duty
S1: Recognise crisis situations and respond within the required timescales in line with organisational policies and procedures.
Back to Duty
S2: Carry out risk assessments, safeguarding and safety planning using risk assessment tools.
Back to Duty
S3: Assist and promote the empowerment of survivors of domestic abuse and or sexual violence who may have experienced inequality, discrimination and or forms of injustice.
Back to Duty
S4: Engage with survivors of domestic abuse and or sexual violence from marginalised and disadvantaged groups and diverse social backgrounds and identities in ways that respond to their individual identities.
Back to Duty
S5: Challenge intersectional gaps in service provision and or redress them.
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S6: Raise awareness about the intersections of multiple forms of disadvantage and their relevance to domestic abuse and or sexual violence.
Back to Duty
S7: Use own organisation’s case management systems in line with organisational policies and procedures.
Back to Duty
S8: Use information sources to advise survivors of domestic abuse and or sexual violence on protective sanctions, orders and remedies they can access through court processes and or refer them to appropriate specialist advice.
Back to Duty
S9: Support survivors of domestic abuse and or sexual violence through police investigations and or court processes within the context of own role.
Back to Duty
S10: Act as an independent advocate for survivors of domestic abuse and or sexual violence.
Back to Duty
S11: Adapt your communication method and style to meet the needs of the survivors of domestic abuse and or sexual violence.
Back to Duty
S12: Use communication aids to meet survivors of domestic abuse and or sexual violence’ specific needs.
Back to Duty
S13: Facilitate or assist in running programmes to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence.
Back to Duty
S14: Use trauma-informed and needs-led approaches when assisting survivors of domestic abuse and or sexual violence to participate in service provision activities.
Back to Duty
S15: Raise awareness of the importance of accountability of perpetrators’ actions.
Back to Duty
S16: Refer and signpost survivors of domestic abuse and or sexual violence to other relevant voluntary or statutory multi-agency partners.
Back to Duty
S17: Reflect on own practice and access available supervision and case management support.
Back to Duty
S18: Maintain own continuous professional development and revise practice based on feedback received.
Back to Duty
S19: Support survivors of domestic abuse and or sexual violence to access safe and permanent accommodation and advocate for their rights.
Back to Duty
S20: Secure specialist legal and financial advice for survivors of domestic abuse and or sexual violence.
Back to Duty
S21: Support survivors of domestic abuse and or sexual violence to be more aware of their rights and options and support with applications through child maintenance services when required.
Back to Duty
S22: Work with survivors of domestic abuse and or sexual violence who are not British citizens to access relevant help and support for themselves and or their families including those with no recourse to public funds.
Back to Duty
S23: Advocate for healthcare provision for all survivors of domestic abuse and or sexual violence, including those with no recourse to public funds.
Back to Duty
S24: Use a range of interventions to support and promote the safety and wellbeing of survivors of domestic abuse and or sexual violence.
Back to Duty
S25: Explore the emotional and practical needs of children and young people to support and help them to recover.
Back to Duty
S26: Communicate with children and young people using technology to meet their needs and situations.
Back to Duty
S27: Enable children and young people to co-design and adapt activities in a safe environment.
Back to Duty
S28: Support and involve survivors of domestic abuse and or sexual violence in their role as parents when undertaking work with their children and young people.
Back to Duty
S29: Develop and carry out preventative work and activities to support other professionals who work with children and young people in different contexts.
Back to Duty
S30: Support and empower survivors of domestic abuse and or sexual violence and their children and or young people to ensure their voices are included within local and national responses and or processes related to domestic violence and or sexual abuse.
Back to Duty
S31: Collaborate with different agencies when dealing with safeguarding children and young people.
Back to Duty
S32: Work within the boundaries of legislation and organisational policies and procedures and apply these to the responsibilities of own role.
Back to Duty
S33: Establish, develop and manage professional relationships with survivors of sexual violence, setting out the boundaries of the relationship within own area of competence.
Back to Duty
S34: Work within the empowerment model to ensure that the service is client-led and recognises the impact of the victims and or survivors’ experiences of sexual abuse.
Back to Duty
S35: Provide client-led practical and emotional support to survivors of domestic abuse and or sexual violence.
Back to Duty
S36: Act as an institutional advocate for survivors of different forms of sexual abuse.
Back to Duty
S37: Recognise the impacts of child sexual abuse and or child sexual exploitation on children and or young people and the longer-term impacts of child sexual abuse and or child sexual exploitation on adult survivors.
Back to Duty
S38: Provide emotional support to survivors of domestic abuse and or sexual violence experiencing impacts of child sexual abuse and or child sexual exploitation.
Back to Duty
S39: Promote the empowerment of survivors of sexual abuse to identify barriers to disclosure and work with them to over-come the barriers.
Back to Duty
S40: Recognise the importance of self-care, taking appropriate action when required.
Back to Duty
S41: Empower survivors to contribute to the co-design of services and provide them with a safe environment to do so.
Back to Duty
S42: Provide services that reflect the specific needs of both children and young people and adult survivors of sexual violence.
Back to Duty
S43: Assist survivors of sexual violence with the referral processes of external support agencies.
Back to Duty
S44: Support survivors to access specialist information to raise their awareness of their rights and options.
Back to Duty
B1: Treat people with dignity and respect.
Back to Duty
B2: Be caring and compassionate.
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B3: Speak up and challenge.
Back to Duty
B4: Be competent, reliable and committed.
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B5: Be honest and accountable.
Back to Duty
B6: Be non-discriminating anti-oppressive and anti-racist.
Back to Duty
B7: Be survivor-centred.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.0
This document explains the requirements for end-point assessment (EPA) for the domestic and sexual abuse support worker apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Domestic and sexual abuse support worker apprentices, their employers and training providers should read this document.
This is a core and options apprenticeship. An apprentice must be trained and assessed against the core and one option. The options are:
A full-time domestic and sexual abuse support worker apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - presentation and questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Presentation and questioning:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 10 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance for example, witness statements rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
Apprentices will prepare and deliver a presentation based on a case review report that appropriately covers the KSBs assigned to this assessment method. If one case study is not complex enough to cover all KSB’s, the apprentice may present an additional case study.
The presentation and questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the presentation with questions.
The presentation must cover:
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.
The apprentice must submit any presentation materials to the EPAO by the end of week 4 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 3 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 2 weeks' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questions is:
The presentation and questions must last 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation and questioning can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the presentation and questioning:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to assess the knowledge, skills, and behaviours mapped to this assessment method, to clarify aspects of practice detailed in the supporting portfolio.
The EPAO must give an apprentice 4 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 75 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 16 questions. The independent assessor must use the questions from the EPAO’s question bank. Follow-up questions are allowed where clarification is required.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors for the core and their option
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors for the core and their option
|
|---|---|---|
|
(Core) Policies, Procedures and Legislation
K2 K11 S2 |
Describes the application of procedures for risk assessment, safeguarding and safety planning and how these are affected by polices, professional boundaries and the responsibilities of their role (K2, K11, S2)
|
Evaluates the relationship between policies and procedures and the use of assessment tools (K2, S2)
|
|
(Core) Survivor Informed Service Provision
S4 S10 S14 B4 B7 |
Summarises how trauma informs a needs-led approach and empowers engagement with survivors, from diverse backgrounds, of domestic abuse and or sexual violence from marginalised and disadvantaged groups and how this assists in participation in service provision activities. (S4, S14, B7) Explains how being reliable and committed helps when independently advocating for survivors of domestic abuse and or sexual violence. (S10, B4)
|
None |
|
(Core) Support Options and Approaches
K13 S1 S16 B5 |
Presents the programmes available to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence provided by relevant voluntary or statutory multi-agency partners and how to refer or signpost survivors (K13, S16) Discusses how to recognise crisis situations and how and when to respond, and the importance of being honest and accountable when responding (S1, B5)
|
Evaluates the impact of programmes available to aid recovery and promote the empowerment of survivors (K13)
|
|
(Core) Communication
K8 K9 S12 |
Uses different communication aids that assist survivors with different needs when working remotely or face to face. (K8, K9, S12)
|
Evaluates how different communication aids can remove barriers to communicating with survivors (K9)
|
|
(Core) Raising Awareness
K3 S6 S15 |
Discusses the gendered, historical, social and intersectional contexts and the related forms of disadvantage and their relevance to domestic abuse and or sexual violence. (K3, S6) Explains the importance of raising awareness of perpetrators’ accountability for actions. (S15)
|
None |
|
(Independent Domestic Abuse Advisor) Survivor Informed Service Provision (IDVA)
K24 S24 |
Discusses how needs-led approaches create a range of interventions to support and promote the safety and wellbeing of survivors of domestic abuse and or sexual violence (K24, S24)
|
Evaluates how a needs-led approach enhances the safety of the survivor. (K24) |
|
(Independent Domestic Abuse Advisor) Support Options and Approaches (IDVA)
K18 K22 K23 S19 S23 |
Explains how they support survivors of domestic abuse and or sexual violence access safe to permanent accommodation and how they can access legal, financial, voluntary and statutory support services. (K18, S19) Discusses how they support non British citizens who are survivors of domestic abuse and or sexual violence to access help and the importance of advocating for healthcare provision for those with no recourse to public funds. (K22, S23) Explains the availability and priorities of other agencies. (K23)
|
Evaluates the priorities of other agencies and how these impact on survivors of domestic abuse and or sexual violence and their ability to access legal, financial, voluntary and statutory support services. (K18, K23)
|
|
(Children and Young People Domestic Abuse Support Worker ) Survivor Informed Service Provision (CYPDASW)
K27 |
Explains how they design appropriate activities for children and young people. (K27)
|
None |
|
(Children and Young People Domestic Abuse Support Worker ) Support Options and Approaches (CYPDASW)
K28 K31 K32 S25 S31 |
Explains the rights, entitlements and support options available to children and young people and the ways of supporting and involving survivors who are parents when working with their children, whilst being sensitive to the emotional and practical needs of the children and young people. (K28, K31, S25) Discusses the range of support agencies available to children and young people and the most productive ways of collaborating with different agencies when dealing with the safeguarding of children and young people. (K32, S31)
|
Analyses the emotional and practical needs of children and young people and how these affect their interaction with survivors who are parents. (K28, S25)
|
|
(Children and Young People Domestic Abuse Support Worker ) Raising Awareness (CYPDASW)
K30 S29 |
Discusses the importance of providing preventative work and activities for children and young people, and how these activities support other professionals who work with children and young people in different contexts. (K30, S29)
|
Evaluates the effectiveness of the different programmes available to support other professionals who work with children and young people in different contexts. (K30, S29)
|
|
(Independent Sexual Violence Advocate) Survivor Informed Service Provision (ISVA)
K37 S34 S35 S39 |
Discusses different ways that survivors of sexual abuse and violence may be impacted by their experiences and how their cognitive, practical, emotional and behavioural responses cause adaptation of provision when providing client-led emotional support. (K37, S35) Explains the empowerment model and how they work within it to provide services that are client-led ensuring barriers to disclosure are identified and over-come. (S34, S39)
|
Evaluates empowerment models and how they have to be adapted to meet the cognitive, practical, emotional and behavioural needs of survivors of sexual abuse and violence. (K37, S34)
|
|
(Independent Sexual Violence Advocate) Raising Awareness (ISVA)
S36 |
Explains how they act as an advocate for survivors of different forms of sexual abuse. (S36)
|
None |
|
(Independent Sexual Violence Advisor (ISVA)) Support options and approaches (ISVA)
K39 K40 S38 |
Discusses the rights, entitlements and support options available to survivors and how priorities of agencies and support services may affect access to services and specialist advice. (K39, K40) Explains the importance of providing emotional support to survivors of domestic abuse and or sexual violence experiencing impacts of child sexual abuse and or child sexual exploitation. (S38) |
Evaluates how the priorities of agencies and support services impact the rights, entitlements of survivors of sexual violence. (K39, K40) |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors for the core and their option
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors for the core and their option
|
|---|---|---|
|
(Core) Policies, Procedures and Legislation
K1 K4 K5 K6 K7 K12 K42 S7 S17 S18 S32 S40 |
Describes their responsibilities within the boundaries of legislation and organisational policies and how they must be applied in crisis situations. (K1, K4, S32) Discusses models of reflective practice and forms of feedback and how these are applied to improve practice and identify supervisory needs and case management support, to ensure continuous professional development is maintained. (K12, S17, S18) Describes own organisations case management systems, how they are operated, monitored and their use within own role in line with organisational policies and procedures to support survivors of domestic abuse and or sexual violence through police and court processes. (K5, K6, S7) Explains civil and criminal sanctions, remedies and orders that are available to hold perpetrators accountable. (K7) Describes the importance of self-care, how they recognise their own needs and explain how they have accessed available support structures when required. (K42, S40) |
Evaluates legislation and organisational policies and procedures in relation to anti-discrimination and equality and how they impact organisational policies and procedures for supporting survivors of domestic abuse and or sexual violence. (K4, K6)
|
|
(Core) Survivor Informed Service Provision
K14 K15 S3 B1 |
Explains ways that survivors of domestic abuse and or sexual violence who may have experienced inequality, discrimination or other forms of injustice can be empowered to input into organisations and national processes and governance to ensure everyone is treated with dignity and respect. (K14, S3, B1) Explains sources of secondary and institutional abuse and how complaints procedures can address these. (K15) |
Evaluates how complaints procedures empower survivors of domestic abuse and or sexual violence. (K15) |
|
(Core) Support Options and Approaches
S8 S9 S13 B6 |
Describes how to support survivors and the information sources available to advise survivors of domestic abuse and or sexual violence on protective sanctions, orders and remedies and through police investigations, and or court processes and how to refer them to appropriate specialist advice. (S8, S9) Discusses the importance of running programmes for survivors of domestic abuse and or sexual violence and how this empowers them and why these programmes should be run in a non-discriminating, anti-oppressive and anti-racist manner. (S13, B6)
|
None
|
|
(Core) Communication
K10 S11 S33 B2 |
Explains how they establish, develop and manage professional relationships within own area of competence, by adapting communication styles to meet the different needs, backgrounds and experiences of survivors. (K10, S11, S33) Discusses the importance of being caring and compassionate when communicating with survivors of domestic abuse and or sexual violence (B2) |
Evaluates how they consider individual backgrounds and experiences when establishing and developing professional relationships. (K10, S33) |
|
(Core) Raising Awareness
K16 S5 B3 |
Explains how they raise awareness of accountability of perpetrators of domestic abuse and or sexual violence. (K16) Discusses how to challenge gaps in service provision and the importance of speaking up. (S5, B3)
|
None |
|
(Independent Domestic Abuse Advisor) Support Options and Approaches (IDVA)
K17 K19 K20 K21 S20 S21 S22 |
Explains how statutory homelessness duties and local and regional policies affect the options available to survivors of domestic abuse and or sexual violence, wishing to access safe accommodation and secure a permanent address. (K17, K19) Explains how they make survivors of domestic abuse and or sexual violence more aware of their rights and options in relation to applications for child maintenance services and how to secure specialist legal and financial advice. (K20, S20, S21) Explains how the immigration status of non British citizens can affect statutory access to healthcare and other services and how they work with them to access relevant help and support for themselves and or their families. (K21, S22)
|
Analyses how specialist legal and financial advice assists survivors of domestic abuse and or sexual violence to access safe accommodation and secure a permanent address. (K17, S20) |
|
(Independent Domestic Violence Advisor (IDVA)) Survivor Informed Service Provision (IDVA)
K41 S41 |
Explains how to empower survivors to contribute to the co-design of services and how the survivors impacts have to be considered when providing them with a safe environment. (K41, S41) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Survivor Informed Service Provision (CYPDASW)
K25 S27 S28 |
Explains the impact of domestic abuse on children and young people and how they support them to co-design and adapt activities in a safe environment whilst supporting parents to work with them. (K25, S27, S28)
|
Evaluates how activities can be adpated to take into account the impacts of domestic abuse on children and young people. (K25, S27)
|
|
(Children and Young People Domestic Abuse Support Worker ) Support Options and Approaches (CYPDASW)
K29 S30 |
Explains the range of techniques available to support and empower survivors and their children so that their voices can be heard within local and national responses and or processes related to domestic violence and or sexual abuse. (K29, S30)
|
None
|
|
(Children and Young People Domestic Abuse Support Worker ) Communication (CYPDASW)
K26 S26 |
Explains different ways to communicate with children and young people using adapted technology to meet their needs and situations. (K26, S26)
|
None
|
|
(Independent Sexual Violence Advocate) Survivor Informed Service Provision (ISVA)
K36 K38 S37 S42 |
Explains how they recognise the short and long term impacts of child sexual abuse and or child sexual exploitation on children and or young people and adults. (K36, S37) Explains how to identify and overcome barriers to disclosure and how these barriers affect the provision of services that reflect specific needs of both children and young people and adult survivors of sexual violence. (K38, S42)
|
Evaluates the services provided to children and young people and adult survivors of sexual violence and how these are affected by the impacts of sexual assault and sexual exploitation. (K36, S42)
|
|
(Independent Sexual Violence Advocate) Raising Awareness (ISVA)
K35 |
Explains when and how they challenge the most commonly held myths and stereotypes about survivors of sexual violence and child sexual abuse. (K35)
|
None |
|
(Independent Sexual Violence Advisor (ISVA)) Support options and approaches (ISVA)
K33 K34 S43 S44 |
Explains the core values and empowerment models they can adopt when assisting survivors of sexual violence with referral processes to external support agencies. (K33, S43) Explains how they support survivors to access specialist information to raise their awareness of their rights and options and the agencies that support survivors of child sexual abuse (CSA) and child sexual exploitation (CSE). (K34, S44)
|
None |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the presentation and questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, the apprentice must achieve a distinction in the Presentation and questioning and Professional discussion underpinned by a portfolio of evidence.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Presentation and questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1: Core.
Organisational policies and procedures for responding to crisis situations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2: Core.
Organisational policies and procedures for risk assessment, safeguarding and safety planning and the tools which can be used. Back to Grading |
Presentation and questioning |
|
K3: Core.
Gendered, historical, social, and intersectional contexts of domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
K4: Core.
Legislation and organisational policies and procedures relevant to the sector including those relating to anti-discrimination and equality. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5: Core.
Case management systems used by own organisation, how they operate and monitor outcomes, and how they should be used within own role and in line with organisational policies and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6: Core.
Organisational policies and procedures for supporting survivors of domestic abuse and or sexual violence, through police and court processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7: Core.
Civil and criminal sanctions, remedies and orders available to hold perpetrators accountable and promote the safety of victims. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8: Core.
Types of information available from external organisations and how to obtain it. Back to Grading |
Presentation and questioning |
|
K9: Core.
Different communication aids that can be used when working remotely or face to face. Back to Grading |
Presentation and questioning |
|
K10: Core.
The importance of communicating with survivors of domestic abuse and or sexual violence, considering their individual backgrounds and experiences of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11: Core.
Professional boundaries and responsibilities of the role and the importance of maintaining independence. Back to Grading |
Presentation and questioning |
|
K12: Core.
Models of reflective practice and how reflection can be used to improve own practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13: Core.
Programmes that are available to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence and or how to deliver the programmes. Back to Grading |
Presentation and questioning |
|
K14: Core.
Ways in which survivors of domestic abuse and or sexual violence can input into own organisation’s and national processes and governance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15: Core.
Sources of secondary and institutional abuse and ways of addressing these including through complaints procedures to promote the empowerment of survivors of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16: Core.
The importance of raising awareness of accountability of perpetrators of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17: Independent domestic violence advisor IDVA.
Options available to survivors of domestic abuse and or sexual violence to access safe accommodation and secure a permanent address. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18: Independent domestic violence advisor IDVA.
Ways that survivors of domestic abuse and or sexual violence can access legal, financial, voluntary and statutory support services. Back to Grading |
Presentation and questioning |
|
K19: Independent domestic violence advisor IDVA.
How statutory homelessness duties apply, and local and regional policies on obtaining social housing. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20: Independent domestic violence advisor IDVA.
How to support survivors of domestic abuse and or sexual violence with child maintenance services applications. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21: Independent domestic violence advisor IDVA,Independent sexual violence advisor ISVA.
How immigration status can affect statutory access to healthcare and other services and support. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22: Independent domestic violence advisor IDVA.
Ways to support survivors of domestic abuse and or sexual violence who are not British citizens with accessing help and support. Back to Grading |
Presentation and questioning |
|
K23: Independent domestic violence advisor IDVA.
The availability and priorities of other agencies and support services for survivors of domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
K24: Independent domestic violence advisor IDVA.
What constitutes a needs-led approach to safety. Back to Grading |
Presentation and questioning |
|
K25: Children and young people domestic abuse support worker CYPDASW.
The impacts of domestic abuse on children and young people and how to support them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K26: Children and young people domestic abuse support worker CYPDASW.
Ways to communicate with children and young people using technologies adapted to individual needs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K27: Children and young people domestic abuse support worker CYPDASW.
How to design appropriate activities for children and young people. Back to Grading |
Presentation and questioning |
|
K28: Children and young people domestic abuse support worker CYPDASW.
Ways to support and involve survivors who are parents when working with their children. Back to Grading |
Presentation and questioning |
|
K29: Children and young people domestic abuse support worker CYPDASW.
Techniques to support and promote the empowerment of survivors of domestic abuse and or sexual violence when dealing with contact from children and young people and family court processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K30: Children and young people domestic abuse support worker CYPDASW.
The importance of carrying out preventative work and activities for children and young people, and the different programmes available. Back to Grading |
Presentation and questioning |
|
K31: Children and young people domestic abuse support worker CYPDASW.
The rights, entitlements and support options available to children and young people, and how to access services. Back to Grading |
Presentation and questioning |
|
K32: Children and young people domestic abuse support worker CYPDASW.
Agencies that support children and young people, and their referral and information requirements. Back to Grading |
Presentation and questioning |
|
K33: Independent sexual violence advisor ISVA.
Core values and empowerment models to adopt when supporting and working with survivors of sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K34: Independent sexual violence advisor ISVA.
Agencies that support survivors of child sexual abuse (CSA) and child sexual exploitation (CSE), and how to make referrals to these. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K35: Independent sexual violence advisor ISVA.
When and how to challenge myths and stereotypes about survivors of sexual abuse. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K36: Independent domestic violence advisor IDVA,Independent sexual violence advisor ISVA.
Impacts of sexual assault and sexual exploitation on children, young people, and adult survivors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K37: Independent sexual violence advisor ISVA.
Different ways that survivors of sexual abuse and violence may be impacted by their experiences, including cognitive, practical, emotional and behavioural responses and how to adapt provision of support to meet their needs. Back to Grading |
Presentation and questioning |
|
K38: Independent sexual violence advisor ISVA.
Barriers to disclosure and how to identify and overcome them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K39: Independent sexual violence advisor ISVA.
The rights, entitlements and support options available to survivors of sexual violence, and how to access services and specialist advice. Back to Grading |
Presentation and questioning |
|
K40: Independent sexual violence advisor ISVA.
The agencies and support services in place for survivors of sexual violence and how priorities may affect their availability. Back to Grading |
Presentation and questioning |
|
K41: Independent domestic violence advisor IDVA.
The range of impacts domestic abuse and or sexual violence can have on survivors and how to adapt service provision to support them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K42: Core.
The importance of self-care and available support structures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1: Core.
Recognise crisis situations and respond within the required timescales in line with organisational policies and procedures. Back to Grading |
Presentation and questioning |
|
S2: Core.
Carry out risk assessments, safeguarding and safety planning using risk assessment tools. Back to Grading |
Presentation and questioning |
|
S3: Core.
Assist and promote the empowerment of survivors of domestic abuse and or sexual violence who may have experienced inequality, discrimination and or forms of injustice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4: Core.
Engage with survivors of domestic abuse and or sexual violence from marginalised and disadvantaged groups and diverse social backgrounds and identities in ways that respond to their individual identities. Back to Grading |
Presentation and questioning |
|
S5: Core.
Challenge intersectional gaps in service provision and or redress them. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S6: Core.
Raise awareness about the intersections of multiple forms of disadvantage and their relevance to domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
S7: Core.
Use own organisation’s case management systems in line with organisational policies and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8: Core.
Use information sources to advise survivors of domestic abuse and or sexual violence on protective sanctions, orders and remedies they can access through court processes and or refer them to appropriate specialist advice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9: Core.
Support survivors of domestic abuse and or sexual violence through police investigations and or court processes within the context of own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10: Core.
Act as an independent advocate for survivors of domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
S11: Core.
Adapt your communication method and style to meet the needs of the survivors of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12: Core.
Use communication aids to meet survivors of domestic abuse and or sexual violence’ specific needs. Back to Grading |
Presentation and questioning |
|
S13: Core.
Facilitate or assist in running programmes to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14: Core.
Use trauma-informed and needs-led approaches when assisting survivors of domestic abuse and or sexual violence to participate in service provision activities. Back to Grading |
Presentation and questioning |
|
S15: Core.
Raise awareness of the importance of accountability of perpetrators’ actions. Back to Grading |
Presentation and questioning |
|
S16: Core.
Refer and signpost survivors of domestic abuse and or sexual violence to other relevant voluntary or statutory multi-agency partners. Back to Grading |
Presentation and questioning |
|
S17: Core.
Reflect on own practice and access available supervision and case management support. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18: Core.
Maintain own continuous professional development and revise practice based on feedback received. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19: Independent domestic violence advisor IDVA.
Support survivors of domestic abuse and or sexual violence to access safe and permanent accommodation and advocate for their rights. Back to Grading |
Presentation and questioning |
|
S20: Independent domestic violence advisor IDVA.
Secure specialist legal and financial advice for survivors of domestic abuse and or sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S21: Independent domestic violence advisor IDVA.
Support survivors of domestic abuse and or sexual violence to be more aware of their rights and options and support with applications through child maintenance services when required. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S22: Independent domestic violence advisor IDVA.
Work with survivors of domestic abuse and or sexual violence who are not British citizens to access relevant help and support for themselves and or their families including those with no recourse to public funds. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S23: Independent domestic violence advisor IDVA.
Advocate for healthcare provision for all survivors of domestic abuse and or sexual violence, including those with no recourse to public funds. Back to Grading |
Presentation and questioning |
|
S24: Independent domestic violence advisor IDVA.
Use a range of interventions to support and promote the safety and wellbeing of survivors of domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
S25: Independent domestic violence advisor IDVA,Children and young people domestic abuse support worker CYPDASW.
Explore the emotional and practical needs of children and young people to support and help them to recover. Back to Grading |
Presentation and questioning |
|
S26: Children and young people domestic abuse support worker CYPDASW.
Communicate with children and young people using technology to meet their needs and situations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S27: Children and young people domestic abuse support worker CYPDASW.
Enable children and young people to co-design and adapt activities in a safe environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S28: Children and young people domestic abuse support worker CYPDASW.
Support and involve survivors of domestic abuse and or sexual violence in their role as parents when undertaking work with their children and young people. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S29: Children and young people domestic abuse support worker CYPDASW.
Develop and carry out preventative work and activities to support other professionals who work with children and young people in different contexts. Back to Grading |
Presentation and questioning |
|
S30: Children and young people domestic abuse support worker CYPDASW.
Support and empower survivors of domestic abuse and or sexual violence and their children and or young people to ensure their voices are included within local and national responses and or processes related to domestic violence and or sexual abuse. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S31: Children and young people domestic abuse support worker CYPDASW.
Collaborate with different agencies when dealing with safeguarding children and young people. Back to Grading |
Presentation and questioning |
|
S32: Core.
Work within the boundaries of legislation and organisational policies and procedures and apply these to the responsibilities of own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S33: Core.
Establish, develop and manage professional relationships with survivors of sexual violence, setting out the boundaries of the relationship within own area of competence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S34: Independent sexual violence advisor ISVA.
Work within the empowerment model to ensure that the service is client-led and recognises the impact of the victims and or survivors’ experiences of sexual abuse. Back to Grading |
Presentation and questioning |
|
S35: Independent sexual violence advisor ISVA.
Provide client-led practical and emotional support to survivors of domestic abuse and or sexual violence. Back to Grading |
Presentation and questioning |
|
S36: Independent domestic violence advisor IDVA,Independent sexual violence advisor ISVA.
Act as an institutional advocate for survivors of different forms of sexual abuse. Back to Grading |
Presentation and questioning |
|
S37: Independent sexual violence advisor ISVA.
Recognise the impacts of child sexual abuse and or child sexual exploitation on children and or young people and the longer-term impacts of child sexual abuse and or child sexual exploitation on adult survivors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S38: Independent sexual violence advisor ISVA.
Provide emotional support to survivors of domestic abuse and or sexual violence experiencing impacts of child sexual abuse and or child sexual exploitation. Back to Grading |
Presentation and questioning |
|
S39: Independent domestic violence advisor IDVA,Independent sexual violence advisor ISVA.
Promote the empowerment of survivors of sexual abuse to identify barriers to disclosure and work with them to over-come the barriers. Back to Grading |
Presentation and questioning |
|
S40: Core.
Recognise the importance of self-care, taking appropriate action when required. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S41: Core.
Empower survivors to contribute to the co-design of services and provide them with a safe environment to do so. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S42: Independent sexual violence advisor ISVA.
Provide services that reflect the specific needs of both children and young people and adult survivors of sexual violence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S43: Independent sexual violence advisor ISVA.
Assist survivors of sexual violence with the referral processes of external support agencies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S44: Independent sexual violence advisor ISVA.
Support survivors to access specialist information to raise their awareness of their rights and options. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1: Core.
Treat people with dignity and respect. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2: Core.
Be caring and compassionate. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3: Core.
Speak up and challenge. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4: Core.
Be competent, reliable and committed. Back to Grading |
Presentation and questioning |
|
B5: Core.
Be honest and accountable. Back to Grading |
Presentation and questioning |
|
B6: Core.
Be non-discriminating anti-oppressive and anti-racist. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B7: Core.
Be survivor-centred. Back to Grading |
Presentation and questioning |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
(Core) Policies, Procedures and Legislation
K2 K11 S2 |
Organisational policies and procedures for risk assessment, safeguarding and safety planning and the tools which can be used. (K2) Professional boundaries and responsibilities of the role and the importance of maintaining independence. (K11) |
Carry out risk assessments, safeguarding and safety planning using risk assessment tools. (S2) |
None |
|
(Core) Survivor Informed Service Provision
S4 S10 S14 B4 B7 |
None |
Engage with survivors of domestic abuse and or sexual violence from marginalised and disadvantaged groups and diverse social backgrounds and identities in ways that respond to their individual identities. (S4) Act as an independent advocate for survivors of domestic abuse and or sexual violence. (S10) Use trauma-informed and needs-led approaches when assisting survivors of domestic abuse and or sexual violence to participate in service provision activities. (S14) |
Be competent, reliable and committed. (B4) Be survivor-centred. (B7) |
|
(Core) Support Options and Approaches
K13 S1 S16 B5 |
Programmes that are available to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence and or how to deliver the programmes. (K13) |
Recognise crisis situations and respond within the required timescales in line with organisational policies and procedures. (S1) Refer and signpost survivors of domestic abuse and or sexual violence to other relevant voluntary or statutory multi-agency partners. (S16) |
Be honest and accountable. (B5) |
|
(Core) Communication
K8 K9 S12 |
Types of information available from external organisations and how to obtain it. (K8) Different communication aids that can be used when working remotely or face to face. (K9) |
Use communication aids to meet survivors of domestic abuse and or sexual violence’ specific needs. (S12) |
None |
|
(Core) Raising Awareness
K3 S6 S15 |
Gendered, historical, social, and intersectional contexts of domestic abuse and or sexual violence. (K3) |
Raise awareness about the intersections of multiple forms of disadvantage and their relevance to domestic abuse and or sexual violence. (S6) Raise awareness of the importance of accountability of perpetrators’ actions. (S15) |
None |
|
(Independent Domestic Abuse Advisor) Survivor Informed Service Provision (IDVA)
K24 S24 |
What constitutes a needs-led approach to safety. (K24) |
Use a range of interventions to support and promote the safety and wellbeing of survivors of domestic abuse and or sexual violence. (S24) |
None |
|
(Independent Domestic Abuse Advisor) Support Options and Approaches (IDVA)
K18 K22 K23 S19 S23 |
Ways that survivors of domestic abuse and or sexual violence can access legal, financial, voluntary and statutory support services. (K18) Ways to support survivors of domestic abuse and or sexual violence who are not British citizens with accessing help and support. (K22) The availability and priorities of other agencies and support services for survivors of domestic abuse and or sexual violence. (K23) |
Support survivors of domestic abuse and or sexual violence to access safe and permanent accommodation and advocate for their rights. (S19) Advocate for healthcare provision for all survivors of domestic abuse and or sexual violence, including those with no recourse to public funds. (S23) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Survivor Informed Service Provision (CYPDASW)
K27 |
How to design appropriate activities for children and young people. (K27) |
None |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Support Options and Approaches (CYPDASW)
K28 K31 K32 S25 S31 |
Ways to support and involve survivors who are parents when working with their children. (K28) The rights, entitlements and support options available to children and young people, and how to access services. (K31) Agencies that support children and young people, and their referral and information requirements. (K32) |
Explore the emotional and practical needs of children and young people to support and help them to recover. (S25) Collaborate with different agencies when dealing with safeguarding children and young people. (S31) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Raising Awareness (CYPDASW)
K30 S29 |
The importance of carrying out preventative work and activities for children and young people, and the different programmes available. (K30) |
Develop and carry out preventative work and activities to support other professionals who work with children and young people in different contexts. (S29) |
None |
|
(Independent Sexual Violence Advocate) Survivor Informed Service Provision (ISVA)
K37 S34 S35 S39 |
Different ways that survivors of sexual abuse and violence may be impacted by their experiences, including cognitive, practical, emotional and behavioural responses and how to adapt provision of support to meet their needs. (K37) |
Work within the empowerment model to ensure that the service is client-led and recognises the impact of the victims and or survivors’ experiences of sexual abuse. (S34) Provide client-led practical and emotional support to survivors of domestic abuse and or sexual violence. (S35) Promote the empowerment of survivors of sexual abuse to identify barriers to disclosure and work with them to over-come the barriers. (S39) |
None |
|
(Independent Sexual Violence Advocate) Raising Awareness (ISVA)
S36 |
None |
Act as an institutional advocate for survivors of different forms of sexual abuse. (S36) |
None |
|
(Independent Sexual Violence Advisor (ISVA)) Support options and approaches (ISVA)
K39 K40 S38 |
The rights, entitlements and support options available to survivors of sexual violence, and how to access services and specialist advice. (K39) The agencies and support services in place for survivors of sexual violence and how priorities may affect their availability. (K40) |
Provide emotional support to survivors of domestic abuse and or sexual violence experiencing impacts of child sexual abuse and or child sexual exploitation. (S38) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
(Core) Policies, Procedures and Legislation
K1 K4 K5 K6 K7 K12 K42 S7 S17 S18 S32 S40 |
Organisational policies and procedures for responding to crisis situations. (K1) Legislation and organisational policies and procedures relevant to the sector including those relating to anti-discrimination and equality. (K4) Case management systems used by own organisation, how they operate and monitor outcomes, and how they should be used within own role and in line with organisational policies and procedures. (K5) Organisational policies and procedures for supporting survivors of domestic abuse and or sexual violence, through police and court processes. (K6) Civil and criminal sanctions, remedies and orders available to hold perpetrators accountable and promote the safety of victims. (K7) Models of reflective practice and how reflection can be used to improve own practice. (K12) The importance of self-care and available support structures. (K42) |
Use own organisation’s case management systems in line with organisational policies and procedures. (S7) Reflect on own practice and access available supervision and case management support. (S17) Maintain own continuous professional development and revise practice based on feedback received. (S18) Work within the boundaries of legislation and organisational policies and procedures and apply these to the responsibilities of own role. (S32) Recognise the importance of self-care, taking appropriate action when required. (S40) |
None |
|
(Core) Survivor Informed Service Provision
K14 K15 S3 B1 |
Ways in which survivors of domestic abuse and or sexual violence can input into own organisation’s and national processes and governance. (K14) Sources of secondary and institutional abuse and ways of addressing these including through complaints procedures to promote the empowerment of survivors of domestic abuse and or sexual violence. (K15) |
Assist and promote the empowerment of survivors of domestic abuse and or sexual violence who may have experienced inequality, discrimination and or forms of injustice. (S3) |
Treat people with dignity and respect. (B1) |
|
(Core) Support Options and Approaches
S8 S9 S13 B6 |
None |
Use information sources to advise survivors of domestic abuse and or sexual violence on protective sanctions, orders and remedies they can access through court processes and or refer them to appropriate specialist advice. (S8) Support survivors of domestic abuse and or sexual violence through police investigations and or court processes within the context of own role. (S9) Facilitate or assist in running programmes to aid recovery and promote the empowerment of survivors of domestic abuse and or sexual violence. (S13) |
Be non-discriminating anti-oppressive and anti-racist. (B6) |
|
(Core) Communication
K10 S11 S33 B2 |
The importance of communicating with survivors of domestic abuse and or sexual violence, considering their individual backgrounds and experiences of domestic abuse and or sexual violence. (K10) |
Adapt your communication method and style to meet the needs of the survivors of domestic abuse and or sexual violence. (S11) Establish, develop and manage professional relationships with survivors of sexual violence, setting out the boundaries of the relationship within own area of competence. (S33) |
Be caring and compassionate. (B2) |
|
(Core) Raising Awareness
K16 S5 B3 |
The importance of raising awareness of accountability of perpetrators of domestic abuse and or sexual violence. (K16) |
Challenge intersectional gaps in service provision and or redress them. (S5) |
Speak up and challenge. (B3) |
|
(Independent Domestic Abuse Advisor) Support Options and Approaches (IDVA)
K17 K19 K20 K21 S20 S21 S22 |
Options available to survivors of domestic abuse and or sexual violence to access safe accommodation and secure a permanent address. (K17) How statutory homelessness duties apply, and local and regional policies on obtaining social housing. (K19) How to support survivors of domestic abuse and or sexual violence with child maintenance services applications. (K20) How immigration status can affect statutory access to healthcare and other services and support. (K21) |
Secure specialist legal and financial advice for survivors of domestic abuse and or sexual violence. (S20) Support survivors of domestic abuse and or sexual violence to be more aware of their rights and options and support with applications through child maintenance services when required. (S21) Work with survivors of domestic abuse and or sexual violence who are not British citizens to access relevant help and support for themselves and or their families including those with no recourse to public funds. (S22) |
None |
|
(Independent Domestic Violence Advisor (IDVA)) Survivor Informed Service Provision (IDVA)
K41 S41 |
The range of impacts domestic abuse and or sexual violence can have on survivors and how to adapt service provision to support them. (K41) |
Empower survivors to contribute to the co-design of services and provide them with a safe environment to do so. (S41) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Survivor Informed Service Provision (CYPDASW)
K25 S27 S28 |
The impacts of domestic abuse on children and young people and how to support them. (K25) |
Enable children and young people to co-design and adapt activities in a safe environment. (S27) Support and involve survivors of domestic abuse and or sexual violence in their role as parents when undertaking work with their children and young people. (S28) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Support Options and Approaches (CYPDASW)
K29 S30 |
Techniques to support and promote the empowerment of survivors of domestic abuse and or sexual violence when dealing with contact from children and young people and family court processes. (K29) |
Support and empower survivors of domestic abuse and or sexual violence and their children and or young people to ensure their voices are included within local and national responses and or processes related to domestic violence and or sexual abuse. (S30) |
None |
|
(Children and Young People Domestic Abuse Support Worker ) Communication (CYPDASW)
K26 S26 |
Ways to communicate with children and young people using technologies adapted to individual needs. (K26) |
Communicate with children and young people using technology to meet their needs and situations. (S26) |
None |
|
(Independent Sexual Violence Advocate) Survivor Informed Service Provision (ISVA)
K36 K38 S37 S42 |
Impacts of sexual assault and sexual exploitation on children, young people, and adult survivors. (K36) Barriers to disclosure and how to identify and overcome them. (K38) |
Recognise the impacts of child sexual abuse and or child sexual exploitation on children and or young people and the longer-term impacts of child sexual abuse and or child sexual exploitation on adult survivors. (S37) Provide services that reflect the specific needs of both children and young people and adult survivors of sexual violence. (S42) |
None |
|
(Independent Sexual Violence Advocate) Raising Awareness (ISVA)
K35 |
When and how to challenge myths and stereotypes about survivors of sexual abuse. (K35) |
None |
None |
|
(Independent Sexual Violence Advisor (ISVA)) Support options and approaches (ISVA)
K33 K34 S43 S44 |
Core values and empowerment models to adopt when supporting and working with survivors of sexual violence. (K33) Agencies that support survivors of child sexual abuse (CSA) and child sexual exploitation (CSE), and how to make referrals to these. (K34) |
Assist survivors of sexual violence with the referral processes of external support agencies. (S43) Support survivors to access specialist information to raise their awareness of their rights and options. (S44) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 19/04/2024 | Not set | Not set |
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