This is not the latest approved version of this apprenticeship. View the latest version
As of 1 August 2022, the English and maths requirements for on-programme and new apprentices undertaking level 2 apprenticeships have changed and are detailed as part of the apprenticeship funding rules. These requirements supersede the current wording in this apprenticeship standard and EPA plan.
This apprenticeship has been retired
Providing frontline care for vulnerable adults to within their own homes, day care centres, residential and nursing homes and other healthcare settings.
Adult Care Worker
Role Profile (what the successful candidate should be able to do at the end of the Apprenticeship)
To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This standard covers both Adult Care Workers and Personal Assistants. Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities.
These are the personal attributes and behaviours expected of all Adult Care Workers carrying out their roles
A. The job they have to do, their main tasks and responsibilities
B. The importance of having the right values and behaviours
8. How to support and enable individuals to achieve their personal aims and goals
9. What dignity means in how to work with individuals and others
10. The importance of respecting diversity and treating everyone equally
C The importance of communication
11. The barriers to communication
12. The impact of non-verbal communication
13. The importance of active listening
14. How the way they communicate can affect others
15. About different forms of communication e.g. signing, communication boards etc
16.How to find out the best way to communicate with the individual they are supporting
17. How to make sure confidential information is kept safe
How to support individuals to remain safe from harm (Safeguarding)
18. What abuse is and what to do when they have concerns someone is being abused
19. The national and local strategies for safeguarding and protection from abuse
20. What to do when receiving comments and complaints
21. How to recognise unsafe practices in the workplace
22. The importance and process of whistleblowing
23. How to address any dilemmas they may face between a person’s rights and their safety
E. How to promote health and wellbeing for the individuals they support and work colleagues
24. The health and safety responsibilities of self, employer and workers
25. How to keep safe in the work environment
26. What to do when there is an accident or sudden illness
27. What to do with hazardous substances
28. How to promote fire safety
29. How to reduce the spread of infection
30. What a risk assessment is and how it can be used to promote person centred care safely
F. How to work professionally, including their own professional development
31. What a professional relationship is with the person being supported and colleagues
32. How to work together with other people and organisations in the interest of the person being supported
33. How to be actively involved in their personal development plan
A: The main tasks and responsibilities according to their job role
Treating people with respect and dignity and honouring their human rights
8. Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates
9. Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences
10. Demonstrate empathy (understanding and compassion) for individuals they support
11. Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs
Communicating clearly and responsibly
12. Speak clearly and exhibit positive non-verbal communication to individuals, families, carers and advocates
13. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes
14. Identify and take steps to reduce environmental barriers to communication
15. Demonstrate they can check for understanding
16. Write clearly and concisely in records and reports
17. Keep information safe and confidential according to agreed ways of working
Supporting individuals to remain safe from harm (Safeguarding)
18. Recognise potential signs of different forms of abuse
19. Respond to concerns of abuse according to agreed ways of working
20. Recognise, report and challenge unsafe practices
E. Championing health and wellbeing for the individuals they support and for work colleagues
21. Promote the health and wellbeing of the individual they support
22. Move people and objects safely
23. Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene
24. Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition
25. Demonstrate how to keep people, buildings and themselves safe and secure
26. Carry out fire safety procedures when required
27. Use risk assessments to support individuals safely
28. Recognise symptoms of cognitive impairment, e.g. Dementia, learning disabilities and mental health
29. Monitor and report changes in health and wellbeing for individuals they support
F. Working professionally and seeking to develop their own professional development
30. Reflect on own work practices
31. Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology
32. Demonstrate their contribution to their development plan
33. Demonstrate ability to work in partnership with others to support the individual
34. Identify sources of support when conflicts arise with other people or organisations
Demonstrate they can work within safe, clear professional boundaries
Show they can access and apply additional skills required to perform the specific job role competently
Level 2 Diploma in Health and Social Care (Adults) for England (QCF). This qualification, promoted and valued by employers, is achieved by a combination of direct teaching and self-directed learning.
This apprenticeship provides an ideal entry into the occupation and supports progression within the sector.
Review date: September 2017
Crown copyright © 2023. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence
you can find out more at www.gov.uk becoming an apprentice.
You can also search for an apprenticeship.
For all other queries please contact us.
you can find out more about hiring apprentices at www.gov.uk/employinganapprentice.
For all other queries please contact us.
the trailblazer contact for this standard is firstname.lastname@example.org
For all other queries please contact us.
|Version||Change detail||Earliest start date||Latest start date||Latest end date|
|1.1||Standard and end-point assessment plan revised. The funding band for this standard has been reviewed and remains at £3000 (Dec-2018)||05/02/2018||Not set||Not set|
|1.0||Approved for delivery||21/07/2016||04/02/2018||Not set|