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Custody and detention professional

This is not the latest approved version of this apprenticeship. View the latest version

This revised version of the occupational standard and end-point assessment plan has been agreed and but is available for information only pending approval of the funding band. Once the Minister has made a funding band decision, this revised version will be approved for delivery after a notice period 30 calendar days

This apprenticeship is in revision

Key information

  1. Status: In development
  2. Ticked Proposal approved
    Ticked Occupational standard approved
    Ticked End-point assessment plan approved
  3. Reference: ST0386
  4. Level: 3
  5. Minimum duration to gateway: 12 months
  6. Typical EPA period: 3 months
  7. Route: Protective services
  8. Date updated: 06/01/2023
  9. Lars code: 269
  10. EQA provider: Ofqual
  11. Example progression routes:
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Details of the occupational standard

Occupation summary

This occupation is found in custody or detention environments within Detention Centres, Custodial Environments and Custodial Services in both the public and private sector and are unique and often challenging places to work.

The broad purpose of the occupation is to ensure that individuals are held in secure, safe, decent and fair environments.  You will operate within secure environments undertaking a frontline role and will work as part of a wider team to ensure the safety of everyone.

In their daily work, an employee in this occupation interacts with people held within environments such as a women’s unit / treatment within a prison / police custody / prisoner escort / detention centre / immigration centre, Military Corrective Training Centres or Service Custody Facilities.

The people in your care will have a variety of different needs and will display varied behaviours.   It is your role to work to ensure those individuals are treated with kindness, dignity and respect and are helped by maintaining a safe, secure and structured environment. These environments rely and operate on routine, which you’ll need to be part of, however they can often be volatile challenging places to work, and Custody or Detention Professionals must be able and agile enough to respond quickly to a variety of incidents whilst maintaining professional standards throughout. 

An employee in this occupation will be responsible for enforcing and upholding legal decisions and following processes and procedures with integrity, honesty and professionalism. Roles in this environment will involve working a variety of shifts patterns, 365 days a year including evenings, nights, weekends and holiday periods.

Typical job titles include:

Custody detention officers Detention custody officer Escorting officer Military provost guard service Military provost staff Police custody officer Prison custody officers Prison officer (public and private prisons) Provost marshal (army) Royal military police Secure training centre officer

Occupation duties

Duty KSBs

Duty 1 Prepare and update records and reports as required in line with agreed requirements  

K4

S5 S15

B3 B4

Duty 2 Apply use of force techniques required in the context of your role 

K1 K5

S1 S6

B1 B2 B3 B4 B5 B6

Duty 3 Carry out searches as relevant to your role in custody or detention environments   

K6

S3 S4 S8

B1 B2 B3 B4 B5 B6

Duty 4 Access and manage keys 

K7

S7 S9

B2 B3 B4 B5 B6

Duty 5 Escort or move individuals safely 

K8 K10

S8

B1 B2 B3 B4 B5 B6

Duty 6 Communicate and use interpersonal skills in your relationships with others  

K10 K11

S10 S11 S12 S13

B1 B2 B3 B4 B5 B6

Duty 7 Identify risks and carry out risk assessments as part of your role 

K1 K3

S2

B1 B2 B3 B4 B5 B6

Duty 8 Participate in first on scene and incident management activities when required to do so as part of your role 

K2 K10 K12 K14 K19

B1 B2 B3 B4 B5 B6

Duty 9 Recognise and defuse potential conflict situations in custody or detention environments 

K10 K13

S11

B1 B2 B3 B4 B5 B6

Duty 10 Receive individuals into custody and undertake relevant duties as part of your role 

K10 K15

S13

B1 B2 B3 B4 B5 B6

Duty 11 Recognise and provide relevant support to vulnerable individuals within the context of the role 

K9 K10 K16 K17 K18 K20 K21

S14 S15

B1 B2 B3 B4 B5 B6

Duty 12 Liaise with other agencies relevant to your role

K14

S12

B1 B2 B3 B4 B5 B6


KSBs

Knowledge

K1: Health and safety legislation and how to reduce the risk of harm or injury to oneself, colleagues and those in one’s care Back to Duty

K2: Current risk management processes and how to apply them in your role Back to Duty

K3: Policies and procedures relevant to the custodial environment in which you are working and how to operate these within the remit of your role Back to Duty

K4: The main and critical aspects of security and how they contribute to the overall security of custody and detention environments Back to Duty

K5: Legislation for recording and reporting in custody or detention environments Back to Duty

K6: Use of force procedures and processes used in custody or detention environments summarising legislation, armed persons and medical implications Back to Duty

K7: The importance of undertaking searches and how this contributes to the safety of the environment Back to Duty

K8: The procedures relating to the management and use of keys Back to Duty

K9: Processes for locking and unlocking of doors or cellular vehicles as appropriate to own area of work Back to Duty

K10: Escorting or movement procedures within your area of custody or detention Back to Duty

K11: How to signpost individuals to support services Back to Duty

K12: The legislative requirements relating to equality, diversity and inclusion Back to Duty

K13: Effective communication, knowing when to adapt to suit varied situations Back to Duty

K14: The principles of dealing with security and incidents such as ‘first on scene’ and communication procedures relevant to your organisation Back to Duty

K15: The range of behaviour patterns of an individual during conflict and the key principles and theories of violence reduction Back to Duty

K16: How the professional’s role interacts with other organisations, agencies and stakeholders Back to Duty

K17: Rights and entitlements of those in custodial care or detention Back to Duty

K18: Impact of mental health issues on individuals Back to Duty

K19: The importance of caring for vulnerable people who are at risk of self-harm or violence Back to Duty

K20: Recognise the signs of substance misuse and its impact on individuals and social, health and economic wellbeing Back to Duty

K21: Rehabilitation procedures and processes within your own organisation Back to Duty

Skills

S1: Undertake health and safety responsibilities in line with current legislation Back to Duty

S2: Carry out risk assessment in line with organisational procedures (visual checks of areas & equipment and individuals) Back to Duty

S3: Maintain and update documentation, reports, records and supporting systems in-line with local, national and organisational requirements Back to Duty

S4: Apply use of force in line with organisational procedures Back to Duty

S5: Utilise de-escalation techniques when dealing with inappropriate behaviours of individuals Back to Duty

S6: Implement search techniques relevant to the situations (for example individuals, vehicles and illicit substances Back to Duty

S7: Management and use of keys Back to Duty

S8: Follow organisational security procedures Back to Duty

S9: Carry out escorting or movement of individuals in custody or detention environments Back to Duty

S10: Use verbal communication and interpersonal skills in your relationships with team members and others Back to Duty

S11: Undertake incident management and take steps to defuse potential conflict situations in line with approved protocols Back to Duty

S12: Work collaboratively with external stakeholders (escorting staff, drug/alcohol agencies, volunteers, healthcare, solicitors, members of the public) Back to Duty

S13: Demonstrate processes, procedures and decisions to individuals in custody or detention so they understand what will happen to them and why Back to Duty

S14: Identify individuals who may be vulnerable in custody or detention environments and signpost to the relevant support (for example drug/alcohol dependent individuals or individuals with mental health or wellbeing issues), following organisations procedures Back to Duty

S15: Record and report involvement with vulnerable individuals in line with procedures Back to Duty

Behaviours

B1: Adapt your personal behavioural style to suit the situation  Back to Duty

B2: Act with legitimate authority so that people feel safe and treated fairly  Back to Duty

B3: Act in a professional manner, adhere to the organisational values and be a role model to the people in your care  Back to Duty

B4: Behave openly and welcoming to others and challenge discrimination Back to Duty

B5: Be resilient and maintain personal wellbeing  Back to Duty

B6: Behave openly, directly and with integrity  Back to Duty


Qualifications

English and Maths

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.

Print EPA plan

End-point assessment plan

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the custody and detention professional apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Custody and detention professional apprentices, their employers and training providers should read this document.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).

A full-time apprentice typically spends 12 months on-programme (this means in training before the gateway) working towards competence as a custody and detention professional. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.

This EPA has 2 assessment methods.

The grades available for each assessment method are:

Assessment method 1 - long-answer scenario questions:

  • fail
  • pass
  • distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

  • fail
  • pass
  • distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

  • fail
  • pass
  • distinction

EPA summary table

On-programme (typically 12 months)
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules.

The apprentice must compile a portfolio of evidence.

End-point assessment gateway
The employer must be content that the apprentice is working at or above the occupational standard.

The apprentice’s employer must confirm that they think the apprentice:

  • is working at or above the occupational standard as a custody and detention professional
  • has the evidence required to pass the gateway and is ready to take the EPA

The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules.

For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence.

The apprentice must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 3 months)
Grades available for each assessment method:

Long-answer scenario questions

  • fail
  • pass
  • distinction

Professional discussion underpinned by a portfolio of evidence

  • fail
  • pass
  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • distinction
Re-sits and re-takes



  • Re-take and re-sit grade cap: pass
  • Re-sit timeframe: typically 2 months
  • Re-take timeframe: typically 3 months

Duration of end-point assessment period

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 expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.

EPA gateway

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.

The apprentice must meet the gateway requirements before starting their EPA.

These are:

  • achieved English and maths qualifications in line with the apprenticeship funding rules.
  • for the professional discussion underpinned by a portfolio of evidence the apprentice must submit: portfolio of evidence

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 12 discrete pieces of evidence. A mandatory requirement is that the apprentice must submit 2 redacted reports. 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:

workplace documentation and records, for example:

  • workplace policies and procedures
  • witness statements
  • annotated photographs
  • two examples of redacted reports
  • video clips; the apprentice must be in view and identifiable

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.

The apprentice must submit any policies and procedures as requested by the EPAO.

Order of assessment methods

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.

Long-answer scenario questions

Overview

A test is an assessment for asking questions in a controlled and invigilated environment.

Rationale

This assessment method is being used because open-ended, scenario-based questions allow the apprentice to demonstrate competence in a range of KSB’s. The apprentice will be able to demonstrate how they would apply their knowledge and skills to a range of scenarios. Due to the nature of the workplaces that apprentices will be employed in, it would not be appropriate to conduct in person observation due to the security risk factors associated with this.

Delivery

This method must be appropriately structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The long-answer scenario questions can be computer or paper based.

The long-answer scenario questions will consist of 10 long response written questions. Long-answer questions need a written response of typically 1-2 paragraphs, around 200 words.



The questions must be on the following themes:

  • conflict management and use of force
  • working with external stakeholders
  • risk
  • incidents and first on scene
  • principles of security
  • supporting vulnerable individuals

The apprentice must be given at least 10 days notice of the date and time of the long-answer scenario questions.

Test administration

The apprentice must have 90 minutes to complete the test.

The long-answer scenario questions is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.

The long-answer scenario questions must be taken in the presence of an invigilator who is the responsibility of the EPAO. Specialised (proctor) software can be used if the test can be taken on-line, to ensure the security of the test.

The EPAO must have an invigilation policy setting out how the long-answer scenario questions must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.

The EPAO must verify the identity of the apprentice.

The EPAO is responsible for the security of the long-answer scenario questions including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the long-answer scenario questions.

Marking

The long-answer scenario questions must be marked by independent assessors or markers employed by the EPAO. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where question types support this.

The EPAO must develop a marking scheme based on the grading descriptors for this assessment method. The EPAO is responsible for overseeing the marking of the long-answer scenario questions. The EPAO must ensure standardisation and the moderation of written response tests.

Assessment location

The apprentices must take the long-answer scenario questions in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.

The long-answer scenario questions could take place remotely if the appropriate technology and systems are in place to prevent malpractice. The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example with, and not limited to, 360-degree cameras and screen sharing facilities.

Question and resource development

The EPAO must write a test specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The test specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.

The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering previous item performance data, item analysis, standardisation, training and moderation. EPAOs must ensure that questions are refined and developed to a high standard.

The EPAO must ensure that 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 long-answer scenario questions:

  • independent assessor assessment materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • test specification
    • sample test and mark schemes
    • live tests and mark schemes
    • question bank
  • EPA guidance for the apprentice and the employer

Professional discussion underpinned by a portfolio of evidence

Overview

In the discussion, an independent assessor and apprentice have a formal two-way conversation.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.

Rationale

This assessment method is being used because there are a range of different custody and detention organisations who will be using this standard and this assessment method will allow the EPAO to tailor the questions to enrich the apprentice's journey and give the apprentice the best opportunity to showcase their knowledge, skills and behaviours learnt throughout the apprenticeship. This method is appropriate to allow apprentices to elaborate on themes in a manner relevant to their custody & detention organisation.

Delivery

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 following themes:

  • policies, procedures, and legislation
  • security
  • recording and reporting
  • searching
  • escorting and the movement of individuals
  • communication

The discussion will explore evidence for areas of the standard that are best assessed verbally, due to the broad and complex nature of those areas, particularly the skills and behaviours and allow the apprentice to draw out contextualised examples, further clarify KSBs demonstrated in the portfolio of evidence, and discuss KSBs that may be showcased over time and therefore are not naturally occurring in every workplace.

The EPAO must give an apprentice 14 days notice of the professional discussion.

The independent assessor must have at least 2 week(s) 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 90 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 10 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.

The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:

  • the apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

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.

Question and resource development

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 should maintain the security and confidentiality of EPA materials when consulting 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:

  • independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.

Grading

Long-answer scenario questions

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all of the pass descriptors
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Conflict Management / Use of Force
K6 K15 S4 S5

 

Explains how use of force is applied in line with legislation and organisational procedures and processes, taking account of armed persons and medical implications (K6, S4)

Justifies the actions they would take to de-escalate scenarios and manage incidents with individuals based on behaviour patterns displayed and with reference to relevant principles, theories and approved protocols (K15, S5)

 

 

 

Explains the impact of use of force on individuals, self and organisation in the custodial or detention setting (K6 S4)

 

Working with external stakeholders
K16 S12

Explains how they would work collaboratively with external stakeholders to support their work with individuals in custody or detention and why this is important (K16, S12)

Explains the impact that collaborative work with external stakeholders can have on individuals in custody and detention and the barriers that need to be overcome. (K16, S12)

Supporting vulnerable individuals
K11 K18 K19 K20 S14 S15

Recognises the signs and symptoms of substance abuse, when individuals may be vulnerable and the possible impact, and explains how they signpost to the relevant support service following organisational procedures (K11, K20, S14)

Explains the impact of mental health issues on individuals and why it is important to care for those at risk of self-harm or violence (K18, K19)

 

Explains the importance of recording and reporting involvement with vulnerable individuals and how to do this (S15)

 

 

 

Analyses how supporting vulnerable individuals can benefit both the individual and wider society and the barriers that may be encountered (K18, K19, S14)

Risk
K2 S2

Explains the process of risk assessment, visual checks of areas and equipment, and checks of individuals, in line with organisation procedures. (K2, S2)

Evaluates different risk management procedures and the outcomes if not appropriately applied (K2)

Principles of security
K8 K9 S7

Explains how following procedures for the use and storage of keys and the locking and unlocking of doors or cellular vehicles minimises risk (K8, K9, S7)

Evaluates the impact of proper management and use of keys on overall site security and the implications of improper management and use for the setting and the individual (K8 S7)

Incidents and first on scene
K14 S11

Explains how to deal with security and incidents such as ‘first on scene’ in line with organisational principles and procedures (K14, S11)

n/a

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all of the pass descriptors
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Policies, procedures, and legislation
K1 K12 K17 K21 S1 S13 B4 B6

 

Explains how they ensure their own safety and that of colleagues and those in their care, in accordance with legislation (K1, S1)

Explains how they behave inclusively in their role in accordance with diversity and inclusion legislation and why it is important to challenge discrimination (K12, B4)

Explains how they interact honestly and openly with individuals in custody or detention to ensure that they understand what will happen to them and why, including opportunities for rehabilitation (K17 K21 S13 B6)

Evaluates the importance of openness and integrity to their role and the potential consequences of not adhering to policies, procedures and legislation (K17, S13, B6)

Security
K3 K4 S8 B2 B5

 

Explains how they contribute authoritatively and fairly to the overall security of custody and detention environments in line with procedures and the main and critical aspects of security to ensure people feel safe (K3, K4, S8, B2)

Describes how they show resilience in challenging situations within the custodial environment and how they maintain personal wellbeing (B5)

Analyses the main critical aspects of overall security and the impact breaches in security can have on the organisations. (K4, S8)

Recording and reporting
K5 S3

Explains how they produce accurate documentation, reports, records and supporting systems in-line with local, national legislation and organisational requirements (K5 S3)

Explains the importance of accurate recording and reporting procedures in line with legislative requirements, and the impact of failing to record events (K5, S3)

Searching
K7 S6

Describes how they use different techniques to conduct searches according to the situation and the contribution this makes to the safety of the environment (K7, S6)

Justifies the search techniques used and evaluates the impact if not conducted appropriately. (K7, S6)

Escorting and movement of individuals
K10 S9 B3

Explains how they escort or move individuals in custody or detention in a professional manner and in accordance with procedures (K10, S9, B3)

Analyses the risk of not complying with organisational procedures when escorting or moving individuals. (K10, S9)

Communication
K13 S10 B1

Explains how they use communication techniques in different situations and how they adapt their approach to establish positive relationships with team members and others (K13, S10, B1)

Evaluates how inappropriate communication and behavioural approaches could impact on outcomes. (K13 S10 B1)

 

Overall EPA grading

The assessment methods contribute equally to the overall EPA pass grade.

Performance in the EPA will determine the apprenticeship grade of:

    • fail
    • pass
    • distinction

Independent assessors must individually grade the: long-answer scenario questions and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan.

EPAOs must combine the individual assessment method grades to determine the overall EPA grade.

An apprentice who fails one or more assessment method will be awarded an overall EPA "fail".

An apprentice must achieve at least a pass in all the assessment methods to get an overall pass. To achieve an overall EPA ‘pass,’ the apprentice must achieve a pass in both assessment methods. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in both assessment methods.

Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA overall.

Long-answer scenario questions Professional discussion underpinned by a portfolio of evidence Overall Grading
Fail Any grade Fail
Any grade Fail Fail
Pass Pass Pass
Pass Distinction Pass
Distinction Pass Pass
Distinction Distinction Distinction

Re-sits and re-takes

An apprentice who fails one or more assessment method(s) 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.

An apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 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 3 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.

An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months
  • complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • meet the gateway requirements 
  • undertake the EPA  

 

Employer

As a minimum, the apprentice's employer must:

  • select the EPAO and training provider 
  • work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the occupational standard and is ready for EPA 
  • ensure that supporting evidence required at the gateway is submitted in line with this EPA plan 
  • liaise with the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, the employer must: 

  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows the opportunity for the apprentice to be assessed against the KSBs 
  • remain independent from the delivery of the EPA
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place
  • where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a regular basis 
  • pass the certificate to the apprentice upon receipt from the EPAO

EPAO

As a minimum, the EPAO must:  

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner 
  • conform to the requirements of the register of end-point assessment organisations (RoEPAO) 
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship 
  • understand the occupational standard 
  • make the EPA contractual arrangements, including agreeing the price of the EPA 
  • develop and produce assessment materials as detailed for each assessment method in this EPA plan 
  • appoint qualified and competent independent assessors in line with the requirements of this EPA plan to conduct assessments and oversee their working 
  • appoint administrators (and invigilators where required) to administer the EPA  
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading 
  • provide information, advice, guidance and documentation to enable apprentices, employers and training providers to prepare for the EPA 
  • confirm all gateway requirements have been met as quickly as possible 
  • arrange for the EPA to take place, in consultation with the employer 
  • ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary, where the apprentice is not assessed in the workplace 
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to stakeholders 
  • have no direct connection with the apprentice, their employer or training provider in all instances; there must be no conflict of interest 
  • have policies and procedures for internal quality assurance (IQA), and maintain records of IQA activity and moderation for external quality assurance (EQA) purposes 
  • deliver induction training for independent assessors, and for invigilators and markers (where used) 
  • undertake standardisation activity on this apprenticeship for an independent assessor before they conduct an EPA for the first time, if the EPA is updated and periodically (a minimum of annually) 
  • manage invigilation of the apprentice to maintain security of the assessment in line with the EPAO’s malpractice policy 
  • verify the identity of the apprentice  
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 

Independent assessor

As a minimum, an independent assessor must: 

  • have the competence to assess the apprentice at the level of this apprenticeship and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan 
  • understand the occupational standard and the requirements of this EPA 
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the occupation 
  • deliver the end-point assessment in-line with this EPA plan 
  • comply with the IQA requirements of the EPAO 
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances; there must be no conflict of interest 
  • attend induction training 
  • attend standardisation events when they start working for the EPAO, before they conduct an EPA for the first time and a minimum of annually for this apprenticeship  
  • assess each assessment method, as determined by the EPA plan  
  • assess the KSBs assigned to each assessment method, as shown in the mapping of KSBs to assessment methods in this EPA plan  
  • make the grading decisions 
  • record and report assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner 
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures 

Training provider

As a minimum, the training provider must: 

  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as listed in the occupational standard 
  • conduct training covering the KSBs agreed as part of the Commitment Statement or the Individual Learning Plan 
  • monitor the apprentice’s progress during any training provider led on-programme learning 
  • advise the employer, upon request, on the apprentice’s readiness for EPA 
  • remain independent from the delivery of the EPA 

Marker

As a minimum, the marker must:

  • attend induction training as directed by the EPAO 
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider in all instances 
  • mark test answers in line with the EPAO’s mark scheme and procedures 

Invigilator

As a minimum, the invigilator must: 

  • attend induction training as directed by the EPAO 
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider in all instances 
  • invigilate and supervise apprentices during tests and in breaks during assessment methods to prevent malpractice in accordance with the EPAO’s invigilation procedures 

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

  • how an apprentice qualifies for reasonable adjustment
  • what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

Internal quality assurance refers to how the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section and:

  • have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
    • have recent relevant experience of the occupation or sector to at least occupational level 3 gained in the last 3 years or significant experience of the occupation or sector
    • meet the following minimum requirements:
      • be able to evidence that they have had 3 years custodial or detention experience
      • be able to demonstrate up to date cpd records
      • hold or be working towards a formal assessor qualification
      • be occupationally competent (within the custodial or detention sector) with relevant and current experience or have completed a level 3 apprenticeship or occupational competence qualification at level 3 or above
  • operate induction training for anyone involved in the delivery or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider; in HEI.

Value for money

Affordability of the EPA will be aided by using at least some of the following:

  • completing applicable assessment methods online (for example computer-based assessment)
  • utilising digital remote platforms to conduct applicable assessment methods
  • assessing multiple apprentices simultaneously where the method of assessment permits this
  • using the employer’s premises
  • conducting assessment methods on the same day

Professional recognition

Professional body recognition is not relevant to this occupational apprenticeship.

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1

Health and safety legislation and how to reduce the risk of harm or injury to oneself, colleagues and those in one’s care

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K2

Current risk management processes and how to apply them in your role

Back to Grading
Long-answer scenario questions
K3

Policies and procedures relevant to the custodial environment in which you are working and how to operate these within the remit of your role

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K4

The main and critical aspects of security and how they contribute to the overall security of custody and detention environments

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K5

Legislation for recording and reporting in custody or detention environments

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K6

Use of force procedures and processes used in custody or detention environments summarising legislation, armed persons and medical implications

Back to Grading
Long-answer scenario questions
K7

The importance of undertaking searches and how this contributes to the safety of the environment

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K8

The procedures relating to the management and use of keys

Back to Grading
Long-answer scenario questions
K9

Processes for locking and unlocking of doors or cellular vehicles as appropriate to own area of work

Back to Grading
Long-answer scenario questions
K10

Escorting or movement procedures within your area of custody or detention

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K11

How to signpost individuals to support services

Back to Grading
Long-answer scenario questions
K12

The legislative requirements relating to equality, diversity and inclusion

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K13

Effective communication, knowing when to adapt to suit varied situations

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K14

The principles of dealing with security and incidents such as ‘first on scene’ and communication procedures relevant to your organisation

Back to Grading
Long-answer scenario questions
K15

The range of behaviour patterns of an individual during conflict and the key principles and theories of violence reduction

Back to Grading
Long-answer scenario questions
K16

How the professional’s role interacts with other organisations, agencies and stakeholders

Back to Grading
Long-answer scenario questions
K17

Rights and entitlements of those in custodial care or detention

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K18

Impact of mental health issues on individuals

Back to Grading
Long-answer scenario questions
K19

The importance of caring for vulnerable people who are at risk of self-harm or violence

Back to Grading
Long-answer scenario questions
K20

Recognise the signs of substance misuse and its impact on individuals and social, health and economic wellbeing

Back to Grading
Long-answer scenario questions
K21

Rehabilitation procedures and processes within your own organisation

Back to Grading
Professional discussion underpinned by a portfolio of evidence
Skill Assessment methods
S1

Undertake health and safety responsibilities in line with current legislation

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S2

Carry out risk assessment in line with organisational procedures (visual checks of areas & equipment and individuals)

Back to Grading
Long-answer scenario questions
S3

Maintain and update documentation, reports, records and supporting systems in-line with local, national and organisational requirements

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S4

Apply use of force in line with organisational procedures

Back to Grading
Long-answer scenario questions
S5

Utilise de-escalation techniques when dealing with inappropriate behaviours of individuals

Back to Grading
Long-answer scenario questions
S6

Implement search techniques relevant to the situations (for example individuals, vehicles and illicit substances

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S7

Management and use of keys

Back to Grading
Long-answer scenario questions
S8

Follow organisational security procedures

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S9

Carry out escorting or movement of individuals in custody or detention environments

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S10

Use verbal communication and interpersonal skills in your relationships with team members and others

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S11

Undertake incident management and take steps to defuse potential conflict situations in line with approved protocols

Back to Grading
Long-answer scenario questions
S12

Work collaboratively with external stakeholders (escorting staff, drug/alcohol agencies, volunteers, healthcare, solicitors, members of the public)

Back to Grading
Long-answer scenario questions
S13

Demonstrate processes, procedures and decisions to individuals in custody or detention so they understand what will happen to them and why

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S14

Identify individuals who may be vulnerable in custody or detention environments and signpost to the relevant support (for example drug/alcohol dependent individuals or individuals with mental health or wellbeing issues), following organisations procedures

Back to Grading
Long-answer scenario questions
S15

Record and report involvement with vulnerable individuals in line with procedures

Back to Grading
Long-answer scenario questions
Behaviour Assessment methods
B1

Adapt your personal behavioural style to suit the situation 

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B2

Act with legitimate authority so that people feel safe and treated fairly 

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B3

Act in a professional manner, adhere to the organisational values and be a role model to the people in your care 

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B4

Behave openly and welcoming to others and challenge discrimination

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B5

Be resilient and maintain personal wellbeing 

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B6

Behave openly, directly and with integrity 

Back to Grading
Professional discussion underpinned by a portfolio of evidence

Mapping of KSBs to grade themes

Long-answer scenario questions - TestExamination

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Conflict Management / Use of Force
K6 K15
S4 S5

Use of force procedures and processes used in custody or detention environments summarising legislation, armed persons and medical implications (K6)

The range of behaviour patterns of an individual during conflict and the key principles and theories of violence reduction (K15)

Apply use of force in line with organisational procedures (S4)

Utilise de-escalation techniques when dealing with inappropriate behaviours of individuals (S5)

N/A

Working with external stakeholders
K16
S12

How the professional’s role interacts with other organisations, agencies and stakeholders (K16)

Work collaboratively with external stakeholders (escorting staff, drug/alcohol agencies, volunteers, healthcare, solicitors, members of the public) (S12)

N/A

Supporting vulnerable individuals
K11 K18 K19 K20
S14 S15

How to signpost individuals to support services (K11)

Impact of mental health issues on individuals (K18)

The importance of caring for vulnerable people who are at risk of self-harm or violence (K19)

Recognise the signs of substance misuse and its impact on individuals and social, health and economic wellbeing (K20)

Identify individuals who may be vulnerable in custody or detention environments and signpost to the relevant support (for example drug/alcohol dependent individuals or individuals with mental health or wellbeing issues), following organisations procedures (S14)

Record and report involvement with vulnerable individuals in line with procedures (S15)

N/A

Risk
K2
S2

Current risk management processes and how to apply them in your role (K2)

Carry out risk assessment in line with organisational procedures (visual checks of areas & equipment and individuals) (S2)

N/A

Principles of security
K8 K9
S7

The procedures relating to the management and use of keys (K8)

Processes for locking and unlocking of doors or cellular vehicles as appropriate to own area of work (K9)

Management and use of keys (S7)

N/A

Incidents and first on scene
K14
S11

The principles of dealing with security and incidents such as ‘first on scene’ and communication procedures relevant to your organisation (K14)

Undertake incident management and take steps to defuse potential conflict situations in line with approved protocols (S11)

N/A

Professional discussion underpinned by a portfolio of evidence - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Policies, procedures, and legislation
K1 K12 K17 K21
S1 S13
B4 B6

Health and safety legislation and how to reduce the risk of harm or injury to oneself, colleagues and those in one’s care (K1)

The legislative requirements relating to equality, diversity and inclusion (K12)

Rights and entitlements of those in custodial care or detention (K17)

Rehabilitation procedures and processes within your own organisation (K21)

Undertake health and safety responsibilities in line with current legislation (S1)

Demonstrate processes, procedures and decisions to individuals in custody or detention so they understand what will happen to them and why (S13)

Behave openly and welcoming to others and challenge discrimination (B4)

Behave openly, directly and with integrity  (B6)

Security
K3 K4
S8
B2 B5

Policies and procedures relevant to the custodial environment in which you are working and how to operate these within the remit of your role (K3)

The main and critical aspects of security and how they contribute to the overall security of custody and detention environments (K4)

Follow organisational security procedures (S8)

Act with legitimate authority so that people feel safe and treated fairly  (B2)

Be resilient and maintain personal wellbeing  (B5)

Recording and reporting
K5
S3

Legislation for recording and reporting in custody or detention environments (K5)

Maintain and update documentation, reports, records and supporting systems in-line with local, national and organisational requirements (S3)

N/A

Searching
K7
S6

The importance of undertaking searches and how this contributes to the safety of the environment (K7)

Implement search techniques relevant to the situations (for example individuals, vehicles and illicit substances (S6)

N/A

Escorting and movement of individuals
K10
S9
B3

Escorting or movement procedures within your area of custody or detention (K10)

Carry out escorting or movement of individuals in custody or detention environments (S9)

Act in a professional manner, adhere to the organisational values and be a role model to the people in your care  (B3)

Communication
K13
S10
B1

Effective communication, knowing when to adapt to suit varied situations (K13)

Use verbal communication and interpersonal skills in your relationships with team members and others (S10)

Adapt your personal behavioural style to suit the situation  (B1)

Contact us about this apprenticeship

Employers involved in creating the standard: HMPPS, Serco, Sodexo, MOD, GEO AMEY, Mitie, G4S, West Midlands Police, MTC, MOJ

Version log

Version Change detail Earliest start date Latest start date Latest end date
Revised version awaiting implementation In revision Not set Not set Not set
1.0 Approved for delivery 08/05/2018 Not set Not set

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