We use cookies to provide social media features and to analyse our traffic. See more about our use of cookies.

Overview of the role

Provide intervention services early in identified cases.

Institute for Apprenticeships and Technical Education logo

Early intervention practitioner

Details of standard

Occupation summary

This occupation is found in statutory and voluntary organisations who can provide person-centred, early intervention approaches and services to support individuals across all age ranges, from pre-birth to end of life. Early Intervention Practitioners offer practical help and emotional support to individuals experiencing a range of problems to help them overcome concerns or barriers impacting their daily lives, such as alcohol, drug or gambling misuse, behavioural issues, mobility issues and learning difficulties. They provide impartial information, advice, support and guidance to individuals and others impacted by the individual’s circumstances, such as their family and friends.  

The broad purpose of the occupation is to provide intervention services early in identified cases to help prevent a more complex, statutory-driven solution needed later. Early intervention work is a voluntary, consent-based service where individuals are encouraged to engage with the services and support offered, but can choose not to engage if they wish. However, many individuals do choose to engage with the services offered as they recognise how the support can benefit their lives and those impacted by their circumstances.

An Early Intervention Practitioner is responsible for identifying and sourcing the right intervention at the right time in an individual’s life in order to achieve mutually agreed outcomes. They work in a number of different environments within the community depending on the types of individual they are supporting and may visit an individual in their home environment, or meet in a neutral location of the individual’s choosing.

Early intervention work involves identifying risks, focusing on the voice of the individual and building relationships and trust with the individual and their wider network, in order to provide timely, flexible and effective support. They adopt a collaborative, evidence-based approach aimed at building on the capacity and resilience of individuals by supporting them to take responsibility and ownership for themselves, which may also involve input from the individual’s, family, friends and other professionals. Support provided could involve a single agency input, or require coordinating a multi-agency response. They are responsible for ensuring effective collaboration and appropriate information sharing between partner agencies to ensure the individual gets the right help at the right time, focusing on the emerging needs of individuals and managing the support required to help prevent escalation to social care or other statutory partner thresholds.

Early Intervention Practitioner roles offer a wide range of support to individuals across all age ranges. For example, a Lead Reablement Worker may focus on supporting and empowering adults to enhance their quality of life, maximise potential and continue to develop independence skills within their own homes. They might do this by, for example, creating and implementing a support plan for older person to rebuild their confidence and regain lost skills after being injured in a fall, to ensure they can remain independent in their own home rather than needing residential care. In a different setting, a Violence Prevention Worker may deliver behavioural change interventions with adults in a way that shows an understanding of domestic violence and its effect on the victim, prioritising the safety of the victim and their children. In another setting, a Pastoral and School Inclusion Officer would be responsible for finding solutions to keep young people in school wherever possible, or if that's not possible, to ensure they get an education somewhere else. They might do this by supporting pupils with identified behavioural issues to achieve their potential through targeted support and interventions, whilst working closely with parents and relevant professionals.

In their daily work, an employee in this occupation interacts with:

  • The individual, their family and wider network. 
  • Colleagues within their own team, their line manager, and other professionals within a variety of service provisions. Provision may include working with representatives from education, health, care, therapeutic services, housing, financial assistance, youth justice, probation, social care and the police.

An employee in this occupation will be responsible for:

  • Identifying the early intervention need within cases through analysis and assessment 
  • Working with their manager and colleagues to distribute cases amongst the team appropriately.
  • Working with partner agencies, including participating in multi-agency meetings where they may also be responsible for chairing the meeting.
  • Reflecting on, and reviewing outcomes and progress, in a timely and appropriate manner
  • Solving issues effectively to maintain relationships both with individuals/families and other professionals whilst considering organisational and legal requirements.
  • Ensuring all documentation is maintained and auditable for legal or agency requirements as well as quality inspections, e.g. the Care Quality Commission, OFSTED.

 

Typical job titles include:

Assistant senior care worker Assistant social worker Childrens centre staff Early help practitioner Early intervention advisor Early intervention alcohol case worker Early intervention and prevention worker Family support worker Lead reablement worker Pastoral and school inclusion officer Typical job titles vary according to organisation but may include Violence prevention worker


Occupation duties

Duty

KSBs

Duty 1 Undertake a risk assessment of the situation for an individual or family to identify the issue / concern and establish that the correct person or organisation is working with the family.

K1 K4 K5 K9 K12 K14 K16

S2 S5 S6 S8 S9 S10 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 2 Assess and analyse difficult or complex situations using evidenced-based practice to develop an action plan through consent.

K1 K3 K5 K7 K8 K9 K10 K15 K16 K17

S2 S3 S4 S5 S7 S8 S9 S10 S11 S13 S15

B1 B2 B3 B4 B5 B6

Duty 3 Manage early intervention cases, providing direct intervention in line with policies and procedures.

K1 K2 K4 K5 K7 K9 K10 K12 K14 K15 K16 K17

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 4 Analyse and respond to identified personal and individual/family risk from an organisational perspective

K1 K2 K4 K5 K6 K7 K9 K10 K12 K14 K16 K17

S1 S2 S3 S4 S5 S6 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 5 Managing working relationships with partner agencies using effective communication to achieve the desired outcomes for individuals.

K2 K5 K6 K7 K9 K10 K13 K14 K17

S1 S3 S4 S5 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 6 Manage referrals and transitions, provide information advice and guidance (IAG) to individuals and families.

K1 K2 K3 K4 K5 K6 K7 K9 K10 K11 K12 K14 K15 K16 K17

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 7 Develop and support relationships to increase engagement between clients, their families and all professionals according to their age, stage and mental health requirements including using coaching and mentoring approaches.

K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17

S2 S3 S4 S5 S6 S7 S8 S9 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 8 Develop own continual professional development to support the delivery of good outcomes, this includes, keeping skills and knowledge up to date, engaging in appropriate learning activities and reflecting on own learning and practice.

K1 K3 K4 K6 K8 K11 K13 K16 K17

S2 S7 S12 S13 S15

B1 B2 B3 B4 B5 B6

Duty 9 Engage in their own professional supervision, to support and enhance the quality of their practice

K1 K4 K6 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 10 Record and maintain accurate records for each client, ensuring that it is compliant with organisational policies and procedures.

K1 K2 K4 K5 K7 K9 K10 K12 K14 K15 K16 K17

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6

Duty 11 Embed environmental and contextual factors in the approach to supporting early interventions and the achievement of good outcomes for individuals and families.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15

B1 B2 B3 B4 B5 B6


KSBs

Knowledge

K1: relevant legislation, policies and procedures nationally and locally within their organisation, and own role. In relation to Children, Adults, Health and Safety, Equality and data protection. Back to Duty

K2: the principles and benefits of local and national multi-agency working. Back to Duty

K3: stages of development and transitions individuals may go through and the impact of these on the individual. Back to Duty

K4: the importance of safeguarding and protection of vulnerable people when managing early intervention cases. Including the legal requirements, procedures to follow when there are safeguarding concerns with clients, as well as and obligations of your own role. This may include Prevent, mental capacity and deprivation of liberties. Back to Duty

K5: when it is appropriate to escalate and deescalate individual cases because it is beyond their responsibility and jurisdiction despite any emotive commitments Back to Duty

K6: importance of health, well-being and resilience in relation to self and others Back to Duty

K7: limits of personal and professional boundaries within own role, i.e. with individuals, and other professionals Back to Duty

K8: relevant theories relating to early intervention work, including social justice, development, person and family centred approaches and evidence-based strategies. Back to Duty

K9: methods used to assess and analyse individuals and use professional judgements to inform future interventions. Back to Duty

K10: the importance of using the right communication method depending on the situation when building professional relationships including the use of digital technologies Back to Duty

K11: Theory of Change and the impact it has on themselves and others. Back to Duty

K12: The importance of safe lone working and mitigating risks to protect personal safety. Back to Duty

K13: Principles of mentoring and coaching to help support others. Back to Duty

K14: caseload management processes, and when to seek appropriate support or direction from others. Back to Duty

K15: organisational aims and values in own role, including equality, rights, and diversity. Back to Duty

K16: how to undertake risk assessment using organisationally approved processes. Back to Duty

K17: conflict resolution techniques to manage differences of opinion and difficult situations Back to Duty

Skills

S1: Manage early intervention caseloads in line with organisational policies and procedures and relevant national and local priorities. Back to Duty

S2: Assess, manage and respond to risk in their own area of responsibility. Back to Duty

S3: Provide individuals and professional partners with appropriate tools and information to help them make informed choices to access support relevant to their needs. Back to Duty

S4: Work collaboratively with individuals, their wider network and partner agencies, providing professional challenge when necessary. Back to Duty

S5: Use appropriate observation, questioning, problem solving and analysis techniques when undertaking assessments for early intervention. Back to Duty

S6: Apply organisational health, safety, equality and welfare procedures when managing caseloads to ensure the welfare of self, clients, their wider network and professional partners. Back to Duty

S7: Apply relevant theories and evidence-based strategies in own role. Back to Duty

S8: Manage multiple cases within own role, to meet individual and or family's needs Back to Duty

S9: Prioritise interventions based on presenting needs Back to Duty

S10: Produce detailed and, accurate records that meet organisational and legislative requirements Back to Duty

S11: Use appropriate techniques to build and maintain professional relationships that help to ensure needs of individual cases are met. Back to Duty

S12: Use digital technologies where appropriate within own role. Back to Duty

S13: Work independently as a practitioner within the wider team context, drawing on direction and support when needed. Back to Duty

S14: Provide impartial information, advice and guidance in a format that meets the needs of the individual. Back to Duty

S15: Use professional judgement to understand the complexities of a situation and make appropriate decisions. Back to Duty

Behaviours

B1: Collaboration: engagement with individuals and their wider network, colleagues and partner agencies to collectively promote best outcomes. Back to Duty

B2: Enquiring: having professional curiosity, exploring a range of approaches in practices. Back to Duty

B3: Adaptability: flexibly and responsively adapt to situations as they arise or are foreseen. Back to Duty

B4: Compassion: Reflective, self-caring, considerate of self and others. Able to draw upon and build support networks Back to Duty

B5: reflective: learning from success and mistakes, to continuously review and adapt approach. Back to Duty

B6: Equity: Value people as individuals recognising difference and diversity. Back to Duty


Qualifications

English & 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.


Additional details

Occupational Level:

4

Duration (months):

18

Review

This apprenticeship standard will be reviewed after three years

Status: Approved for delivery
Level: 4
Reference: ST0868
Version: 1.0
Date updated: 10/06/2021
Approved for delivery: 27 May 2021
Route: Care services
Typical duration to gateway: 18 months
Typical EPA period: 3 months
Maximum funding: £3500
Trailblazer contact (for apprenticeship standard content and trailblazer membership queries only): carol.archer2@derbyshire.gov.uk
Employers involved in creating the standard: Derbyshire County Council Doncaster Children's Services Trust School of Business, Law and Communications at Solent University Isle of Wight College SFJ Awards Sparkle Sheffield The Crossley Company Young Leicester First Speed Safe and Sound Ere Wash voluntary action local government authorities: Surrey, Brighton hove, Leeds, Norfolk, Rotherham, Rutland, Lincolnshire, Sheffield, Cheshire and west Chester, Southampton, Portsmouth, Derbyshire, Isle of Whyte, West Sussex, Staffordshire, Dorset, Northamptonshire, Wakefield, East Sussex, Leicester, Nottingham, Manchester, Kent, Warwickshire, Eastleigh, South Tyneside.
LARS Code: 634
EQA Provider: Ofqual

Find an apprenticeship

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.0 Approved for delivery 27/05/2021 Not set Not set