Deal with emergency and non-emergency calls.
This occupation is found in organisations which receive contacts from members of the public who are in emergency and non-emergency situations. Typical organisations are Ambulance, Fire, Police, the NHS, National Highways, and the Maritime and Coastguard Agency.
The broad purpose of the occupation is to be the first point of contact for requests for assistance from members of the public and other organisations.
The employee receives emergency and non-emergency contacts from the public and other organisations. Contacts could be received via a variety of communication methods, including telephone for example 999, 101 or 111 urgent care calls, online submissions, and social media. Some contacts will be directly or indirectly involved in difficult and/or traumatic situations for example, they may be in danger or unwell, and may display a variety of behaviours for example, anxiousness, hostility, vulnerability.
The employee obtains information in relation to the circumstances being reported, identifies risks, and decides and takes the appropriate action. They use a variety of sector specific technology, often simultaneously, to record and update information.
The employee effectively communicates information. This could be giving advice, including in life endangering situations, and managing expectations around the service that can be provided.
The employee will typically work shifts, which could include working some nights, weekends and bank holidays, to enable the employer to provide a 24-hour service, 365 days a year.
In their daily work, an employee in this occupation interacts with colleagues at all levels, including team members, managers and other departments. They may also interact with other local or national agencies such as other emergency services, local authority departments, care providers, and other support services.
An employee will report to a line/team/shift or duty manager and will generally not have any formal line management responsibility.
An employee in this occupation is responsible for adhering to organisational, legislative and national policy and procedures when dealing with contacts. They must uphold organisational values and ethical standards and frameworks. They are expected to participate in Continuous Professional Development (CPD).
The employee will work independently, adhering to their organisation's working practices, with support/supervision when appropriate.
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 12 months. The EPA period is typically 6 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:
Observation of live contacts and pre-recorded contacts with questions
You will be observed by an independent assessor dealing with emergency and non-emergency calls. This will last 75 minutes and be in your normal place of work, they will ask you at least 2 questions on technology. The independent assessor will also listen to 5 pre-recorded calls which you have selected prior to end-point assessment after which they will ask you at least 5 questions on communication.
Professional discussion underpinned by a portfolio of evidence
You will have a professional professional discussion with an independent assessor. It will last 75 minutes. They will ask you at least 14 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 organisations which receive contacts from members of the public who are in emergency and non-emergency situations. Typical organisations are Ambulance, Fire, Police, the NHS, National Highways, and the Maritime and Coastguard Agency.
The broad purpose of the occupation is to be the first point of contact for requests for assistance from members of the public and other organisations.
The employee receives emergency and non-emergency contacts from the public and other organisations. Contacts could be received via a variety of communication methods, including telephone for example 999, 101 or 111 urgent care calls, online submissions, and social media. Some contacts will be directly or indirectly involved in difficult and/or traumatic situations for example, they may be in danger or unwell, and may display a variety of behaviours for example, anxiousness, hostility, vulnerability.
The employee obtains information in relation to the circumstances being reported, identifies risks, and decides and takes the appropriate action. They use a variety of sector specific technology, often simultaneously, to record and update information.
The employee effectively communicates information. This could be giving advice, including in life endangering situations, and managing expectations around the service that can be provided.
The employee will typically work shifts, which could include working some nights, weekends and bank holidays, to enable the employer to provide a 24-hour service, 365 days a year.
In their daily work, an employee in this occupation interacts with colleagues at all levels, including team members, managers and other departments. They may also interact with other local or national agencies such as other emergency services, local authority departments, care providers, and other support services.
An employee will report to a line/team/shift or duty manager and will generally not have any formal line management responsibility.
An employee in this occupation is responsible for adhering to organisational, legislative and national policy and procedures when dealing with contacts. They must uphold organisational values and ethical standards and frameworks. They are expected to participate in Continuous Professional Development (CPD).
The employee will work independently, adhering to their organisation's working practices, with support/supervision when appropriate.
| Duty | KSBs |
|---|---|
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Duty 1 Receive emergency and non-emergency contacts from the public and other agencies using a range of communication tools, for example, telephone or online. |
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Duty 2 Obtain relevant information in relation to the circumstances being reported. |
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Duty 3 Analyse and assess information to identify risks to the public colleagues and, where relevant, other agencies. |
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Duty 4 Decide and take appropriate course of action, using sector specific grading guidelines or mobilising procedures. |
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Duty 5 Adhere to organisational, legislative and national policy and procedures when dealing with contacts. |
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Duty 6 Use a variety of sector specific technology to identify, record and update information relevant to the incident. |
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Duty 7 Apply appropriate and effective communication techniques in a variety of situations, which could be in routine or life endangering circumstances. This includes questioning, listening, giving instructions or advice, and managing expectations. |
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Duty 8 Work with internal and external partner agencies to ensure an effective response to incidents. |
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Duty 9 Participate in continuing professional development. |
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Duty 10 Uphold organisational values and ethical standards and frameworks. |
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K1: Data protection legislation, any sector specific regulations and organisational policies/procedures.
Back to Duty
K2: Health and safety legislation, any sector specific regulations and organisational policies/procedures, including the management of own welfare.
Back to Duty
K3: Equality legislation, any sector specific regulations and organisational policies/procedures.
Back to Duty
K4: Methods of building rapport and displaying empathy.
Back to Duty
K5: Listening and questioning techniques.
Back to Duty
K6: Methods of influencing, negotiating and managing conflict.
Back to Duty
K7: Incident types relevant to the sector including what advice and/or information should be provided, potential outcomes/consequences, and the mobilisation/deployment of appropriate resources.
Back to Duty
K8: Decision making techniques relevant to sector.
Back to Duty
K9: Principles of risk assessment relevant to the sector.
Back to Duty
K10: Grading and/or prioritisation of incidents using sector guidelines.
Back to Duty
K11: Communication and technology systems relevant to the sector/organisation.
Back to Duty
K12: The roles and responsibilities of partner organisations.
Back to Duty
K13: When and how to collaborate with partner organisations in line with sector principles, for example JESIP.
Back to Duty
K14: Processes and procedures are followed to ensure effective incident management.
Back to Duty
K15: The importance of reflective practice and continuing professional development.
Back to Duty
K16: The ethical standards of the organisation.
Back to Duty
S1: Use appropriate sector specific phraseology.
Back to Duty
S2: Operate communication systems.
Back to Duty
S3: Operate software systems.
Back to Duty
S4: Communicate in a calm manner considering the caller’s circumstances.
Back to Duty
S5: Build and establish appropriate rapport.
Back to Duty
S6: Use clear language to convey instructions, avoiding jargon and sector specific terminology.
Back to Duty
S7: Overcome barriers to effective communication.
Back to Duty
S8: Use appropriate questioning techniques to gather relevant information to the incident.
Back to Duty
S9: Use appropriate listening techniques to gather relevant information to the incident.
Back to Duty
S10: Record relevant information appropriate to the incident accurately, clearly and concisely and review information already held on the incident where applicable.
Back to Duty
S11: Manage the expectations of the public, colleagues, internal and external partner organisations.
Back to Duty
S12: Provide advice or information appropriate to the incident, giving safety advice when necessary and adapting response when required.
Back to Duty
S13: Identify and assess risk, take action and record appropriately.
Back to Duty
S14: Update internal and external colleagues when applicable.
Back to Duty
S15: Decide and apply grading or prioritisation guidelines appropriate to the incident.
Back to Duty
S16: Analyse information and apply relevant policy, procedures or regulations appropriate to the incident.
Back to Duty
S17: Advise on the appropriate course of action, signposting to other organisations when required.
Back to Duty
S18: Undertake tasks simultaneously, seeking assistance when necessary.
Back to Duty
S19: Complete any resulting actions accurately and efficiently at the end of the contact
Back to Duty
B1: Act in a non-judgemental and inclusive manner, respecting diversity.
Back to Duty
B2: Behave ethically and professionally to meet organisational values, policies and procedures.
Back to Duty
B3: Behave calmly in challenging situations, recognising when to seek appropriate support and guidance.
Back to Duty
B4: Take responsibility for own continuing professional development.
Back to Duty
B5: Take a proactive approach to collaboration with colleagues and partner organisations.
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.
1.2
This document explains the requirements for end-point assessment (EPA) for the emergency contact handler apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Emergency contact handler 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 apprenticeship provider and assessment register.
A full-time apprentice typically spends 12 months on-programme (this means in training before the gateway) working towards competence as an emergency contact handler. 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 - observation of live contacts and pre-recorded contacts with questions:
Assessment method 2 - professional discussion (underpinned by a portfolio):
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 12 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.
The apprentice must compile a compile a portfolio of evidence.
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End-point assessment gateway
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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:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules.
For the professional discussion (underpinned by a portfolio), the apprentice must submit a portfolio of evidence.
The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 6 months
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The grades available for each assessment method are below
Observation of live contacts and pre-recorded contacts with questions:
Professional discussion (underpinned by a portfolio):
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 6 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
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, but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
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 9 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.
The apprentice must submit any policies and procedures as 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 observation of live contacts and pre-recorded contacts with questions, an independent assessor observes the apprentice dealing with live contacts and listens to pre-recorded contacts the apprentice completed in their workplace post gateway. Following each of these the independent assessor asks questions. The apprentice completes their day-to-day duties under normal working conditions. This allows the apprentice to demonstrate the KSBs shown in the mapping through naturally occurring evidence. Simulation is not permitted.
The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade for the observation.
This assessment method is being used because:
This assessment method consists of two components, which can be completed in any order:
The observation must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The independent assessor must only observe one apprentice to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 14 days’ notice of the observation of live contacts and pre-recorded contacts with questions.
The observation with questioning must take 75 minutes. The time for questioning is included in the overall assessment time.
The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
EPAOs must manage invigilation of apprentices at all times to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation before it begins. This does not count towards the assessment time.
The independent assessor should observe the following during the observation of live contacts:
These activities provide the apprentice with the opportunity to demonstrate the KSBs as shown in the mapping.
The independent assessor must ask questions. The purpose of questioning is to test the apprentice’s breadth and depth of underpinning knowledge against the grading descriptors.
The independent assessor must ask a minimum of 2 open questions related to technology.
They may ask follow up questions where clarification is required.
Typically, the questioning will be at the end of the observation however questions can be asked during the observation of live contacts, providing there are natural stops between tasks.
Questioning that occurs after the observation should take place in a quiet room, free from distractions and influence.
Those KSBs that the apprentice did not have the opportunity to demonstrate can be assessed via questioning although these should be kept to a minimum and are in addition to the set number of questions.
The independent assessor conducts and assesses the observation. They must record the KSBs observed, KSBs demonstrated in answers to questions and the grade achieved. The apprentice’s answers to questions must also be recorded.
The independent assessor makes all grading decisions.
Apprentices must complete and record 5 calls and make these recordings available to the independent assessor for review on the day of the observation. Due to the unpredictable nature of the role, call lengths can vary. Therefore, there is no minimum or maximum duration for the 5 pre-recorded calls. The apprentice must select 5 separate incidents or enquiries to be assessed on the day of the observation. This may involve more than one call for instances where call-backs are required.
To ensure the listening of pre-recorded contacts allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the independent assessor should allow adequate time to listen to these.
The apprentice must record contacts which were completed after the gateway. The employer should ensure the apprentice has the time and resources within this period, to identify the 5 recordings. The exact number of weeks an apprentice has to collect the recordings will be decided by the employer in consultation with the EPAO and the apprentice, based on the volume of contacts the employer receives. As a maximum, evidence can be gathered up to 14 days before the date of the observation, which must be held within 6 months of the gateway.
The recordings output must be the apprentice’s own work and will be reflective of their own role and contribution. The apprentice and their employer must confirm that the recordings output is the apprentice’s own work.
The recordings must include evidence covering:
The independent assessor must ask questions. The purpose of questioning is to test the apprentice’s breadth and depth of underpinning knowledge against the grading descriptors.
The independent assessor must ask a minimum of 5 open questions related to communication.
They may ask follow up questions where clarification is required.
Those KSBs that the apprentice did not have the opportunity to demonstrate can be assessed via questioning although these should be kept to a minimum and are in addition to the set number of questions.
The questioning will be after the assessor has listened to the 5 pre-recorded contacts. The time allocated for questioning is 15 minutes.
The independent assessor can increase the time of the questioning by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
Questioning that occurs after the independent assessor has listened to the contacts should take place in a quiet room, free from distractions and influence.
Both the observation of live contacts with questions and listening to the pre-recorded contacts with questions must take place in the apprentice’s normal place of work (for example their employer’s premises). Equipment and resources needed for both components must be provided by the employer and be in good working condition.
The EPAO must develop a purpose-built assessment specification and question bank for both components. 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.
EPAO must produce the following materials to support the observation of live contacts and pre-recorded contacts with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice should 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.
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.
To ensure validity, reliability and authenticity, the questions related to the behaviours and skills must be based on evidence from the underpinning portfolio.
The purpose of the independent assessor's questions will be to cover the following topics:
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 will be expected to refer to examples from their portfolio of evidence to support their answers 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 14 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 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 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 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):
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Technology
K11 S2 S3 S10 S18 S19 |
Demonstrates effective and efficient use of communication and software systems, explaining their purpose. (S2, S3, K11)
Demonstrates the ability to carry out tasks simultaneously, such as accurately recording information during a live contact, knowing when to ask for assistance. (S18)
Accurately utilise, record & review information on computer systems and software packages, completing any resulting actions where necessary. (S10, S19)
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N/A |
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Communication
K4 K5 K6 S1 S4 S5 S6 S7 S8 S9 S11 S12 S17 |
Uses appropriate phraseology to build and establish rapport, explaining the techniques used to achieve this. Describes how to display empathy. (S1, S5, K4)
Communicates clearly and calmly, avoiding jargon. Overcomes barriers to effective communication. Summarises the techniques used when having to negotiate, influence or manage conflict. (S4, S6, S7, K6)
Demonstrates and explains appropriate listening and questioning techniques in order to gain all of the relevant information. (S8, S9, K5)
Provides relevant and clearly communicated advice, adapting, when necessary, while making sure expectations are managed. Signposts to other organisations when required. (S11, S12, S17)
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Demonstrates fluid communication with callers using a range of communication techniques, interpreting, and responding positively to their needs. This should include: use of name exchange; natural conversation and flow of questions; adjusting tone and inflection to meet caller’s needs; displaying empathy to build trust and rapport. Analyse the techniques used when influencing and negotiating with callers and explains how this can positively affect outcomes. (S4, S7, S8, S9, K6)
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Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Professionalism
K3 K16 B1 B2 B3 |
Describes how they act in a non-judgemental and inclusive manner, in accordance with equality legislation. (B1, K3)
Describes how they act professionally and ethically ensuring organisational procedures are met. Explains the ethical standards that relate to the sector. (B2, K16)
Describes how they act professionally and calmly in challenging situations, recognising when to seek appropriate support and guidance. (B3)
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Describes the pertinent points of equality legislation and analyses how these impact on their behaviours/actions and how this benefits contacts. (K3)
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Professional development
K15 B4 |
Explains how they have undertaken reflection and continued development and the importance of it. (B4, K15)
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Uses own initiative to obtain feedback and to undertake development activities, recognising how this improves their performance. (B4, K15) |
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Health, safety and risk management
K1 K2 K7 K8 K9 K10 K14 S13 S15 S16 |
Explains how they analyse information and identify, assess and record risk in line with organisational risk assessment policies and procedures. (S13, S16, K9)
Describes how they make decisions and apply grading guidelines/incident prioritisation in line with organisational procedures. (S15, K8, K10)
Describes relevant processes and procedures to follow for different incident types, including the potential outcomes. Describes how resources are mobilised/deployed. (K7, K14)
Explains how to comply with Data Protection legislation, regulations and policies relevant to the role. (K1)
Explains how to comply with Health and Safety legislation, regulations and policies relevant to the role, including why it is important to manage own welfare. (K2)
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Explains why it is important to comply with Data Protection legislation, regulations and policies describing what the potential consequences could be if not followed. (K1)
Explains the importance of assessing risk, deciding appropriate grading/incident prioritisation and taking action where circumstances change, giving pertinent examples. Evaluate the potential consequences to the public and the organisation of inappropriately assessing risk and grading/incident prioritisation. (S13, S15, S16, K8, K9, K10)
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Working with others
K12 K13 S14 B5 |
Collaborates with colleagues and partner agencies in a proactive way ensuring relevant and appropriate information is communicated. Explains role and responsibilities of partner organisations including how and when to collaborate with them and why this is important (S14, B5, K12, K13) |
N/A |
The assessment methods contribute equally to the overall EPA pass grade.
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the observation of live contacts and pre-recorded contacts with questions and professional discussion (underpinned by a portfolio) 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 or more assessment methods, they will be awarded an overall EPA 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 both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Observation of live contacts and pre-recorded contacts with questions | Professional discussion (underpinned by a portfolio) | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one or more assessment methods 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 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, unless in the opinion of the EPAO exceptional circumstances apply outside the control of the apprentice or their employer.
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 pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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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.
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.
The EPAO must also:
hold a recognised assessment qualification or have been trained in assessment practice by their epao
in order to comply with data protection, confidentiality legislation and sector/employer policies an independent assessor must pass the employers vetting requirements and comply with organisational secrecy policies.
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.
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
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K1
Data protection legislation, any sector specific regulations and organisational policies/procedures. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K2
Health and safety legislation, any sector specific regulations and organisational policies/procedures, including the management of own welfare. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K3
Equality legislation, any sector specific regulations and organisational policies/procedures. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K4
Methods of building rapport and displaying empathy. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
K5
Listening and questioning techniques. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
K6
Methods of influencing, negotiating and managing conflict. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
K7
Incident types relevant to the sector including what advice and/or information should be provided, potential outcomes/consequences, and the mobilisation/deployment of appropriate resources. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K8
Decision making techniques relevant to sector. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K9
Principles of risk assessment relevant to the sector. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K10
Grading and/or prioritisation of incidents using sector guidelines. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K11
Communication and technology systems relevant to the sector/organisation. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
K12
The roles and responsibilities of partner organisations. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K13
When and how to collaborate with partner organisations in line with sector principles, for example JESIP. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K14
Processes and procedures are followed to ensure effective incident management. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K15
The importance of reflective practice and continuing professional development. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
K16
The ethical standards of the organisation. Back to Grading |
Professional discussion (underpinned by a portfolio) |
| Skill | Assessment methods |
|---|---|
|
S1
Use appropriate sector specific phraseology. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S2
Operate communication systems. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S3
Operate software systems. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S4
Communicate in a calm manner considering the caller’s circumstances. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S5
Build and establish appropriate rapport. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S6
Use clear language to convey instructions, avoiding jargon and sector specific terminology. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S7
Overcome barriers to effective communication. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S8
Use appropriate questioning techniques to gather relevant information to the incident. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S9
Use appropriate listening techniques to gather relevant information to the incident. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S10
Record relevant information appropriate to the incident accurately, clearly and concisely and review information already held on the incident where applicable. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S11
Manage the expectations of the public, colleagues, internal and external partner organisations. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S12
Provide advice or information appropriate to the incident, giving safety advice when necessary and adapting response when required. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S13
Identify and assess risk, take action and record appropriately. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
S14
Update internal and external colleagues when applicable. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
S15
Decide and apply grading or prioritisation guidelines appropriate to the incident. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
S16
Analyse information and apply relevant policy, procedures or regulations appropriate to the incident. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
S17
Advise on the appropriate course of action, signposting to other organisations when required. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S18
Undertake tasks simultaneously, seeking assistance when necessary. Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
|
S19
Complete any resulting actions accurately and efficiently at the end of the contact Back to Grading |
Observation of live contacts and pre-recorded contacts with questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act in a non-judgemental and inclusive manner, respecting diversity. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
B2
Behave ethically and professionally to meet organisational values, policies and procedures. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
B3
Behave calmly in challenging situations, recognising when to seek appropriate support and guidance. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
B4
Take responsibility for own continuing professional development. Back to Grading |
Professional discussion (underpinned by a portfolio) |
|
B5
Take a proactive approach to collaboration with colleagues and partner organisations. Back to Grading |
Professional discussion (underpinned by a portfolio) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Technology
K11 S2 S3 S10 S18 S19 |
Communication and technology systems relevant to the sector/organisation. (K11) |
Operate communication systems. (S2) Operate software systems. (S3) Record relevant information appropriate to the incident accurately, clearly and concisely and review information already held on the incident where applicable. (S10) Undertake tasks simultaneously, seeking assistance when necessary. (S18) Complete any resulting actions accurately and efficiently at the end of the contact (S19) |
None |
|
Communication
K4 K5 K6 S1 S4 S5 S6 S7 S8 S9 S11 S12 S17 |
Methods of building rapport and displaying empathy. (K4) Listening and questioning techniques. (K5) Methods of influencing, negotiating and managing conflict. (K6) |
Use appropriate sector specific phraseology. (S1) Communicate in a calm manner considering the caller’s circumstances. (S4) Build and establish appropriate rapport. (S5) Use clear language to convey instructions, avoiding jargon and sector specific terminology. (S6) Overcome barriers to effective communication. (S7) Use appropriate questioning techniques to gather relevant information to the incident. (S8) Use appropriate listening techniques to gather relevant information to the incident. (S9) Manage the expectations of the public, colleagues, internal and external partner organisations. (S11) Provide advice or information appropriate to the incident, giving safety advice when necessary and adapting response when required. (S12) Advise on the appropriate course of action, signposting to other organisations when required. (S17) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Professionalism
K3 K16 B1 B2 B3 |
Equality legislation, any sector specific regulations and organisational policies/procedures. (K3) The ethical standards of the organisation. (K16) |
None |
Act in a non-judgemental and inclusive manner, respecting diversity. (B1) Behave ethically and professionally to meet organisational values, policies and procedures. (B2) Behave calmly in challenging situations, recognising when to seek appropriate support and guidance. (B3) |
|
Professional development
K15 B4 |
The importance of reflective practice and continuing professional development. (K15) |
None |
Take responsibility for own continuing professional development. (B4) |
|
Health, safety and risk management
K1 K2 K7 K8 K9 K10 K14 S13 S15 S16 |
Data protection legislation, any sector specific regulations and organisational policies/procedures. (K1) Health and safety legislation, any sector specific regulations and organisational policies/procedures, including the management of own welfare. (K2) Incident types relevant to the sector including what advice and/or information should be provided, potential outcomes/consequences, and the mobilisation/deployment of appropriate resources. (K7) Decision making techniques relevant to sector. (K8) Principles of risk assessment relevant to the sector. (K9) Grading and/or prioritisation of incidents using sector guidelines. (K10) Processes and procedures are followed to ensure effective incident management. (K14) |
Identify and assess risk, take action and record appropriately. (S13) Decide and apply grading or prioritisation guidelines appropriate to the incident. (S15) Analyse information and apply relevant policy, procedures or regulations appropriate to the incident. (S16) |
None |
|
Working with others
K12 K13 S14 B5 |
The roles and responsibilities of partner organisations. (K12) When and how to collaborate with partner organisations in line with sector principles, for example JESIP. (K13) |
Update internal and external colleagues when applicable. (S14) |
Take a proactive approach to collaboration with colleagues and partner organisations. (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.2 | End-point assessment plan revised | 13/10/2023 | Not set | Not set |
| 1.1 | Standard, end point assessment and funding revised | 01/03/2023 | 12/10/2023 | Not set |
| 1.0 | Approved for delivery | 12/04/2018 | 28/02/2023 | Not set |
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