Providing high-quality and compassionate healthcare.
This occupation is found in the health and care sectors. Healthcare Support Workers work in a range of healthcare settings, for example in a hospital, General Practice, as part of a community team and in individuals’ homes where their wider team may include workers from both health and social care. They can also be found in social care settings where the scope of the role they carry out requires them to be responsible for a range of clinical tasks. These roles are becoming more common as health and social care services in some areas become integrated or where residential and nursing homes are caring for residents who have health and care needs, are unwell or reaching the end of their life but have not been transferred to a hospital or primary care setting.
The broad purpose of the occupation is to provide high quality and compassionate person-centred care and support based on individual needs and setting. Daily activities for a Healthcare Support Worker will vary according to the workplace and will be determined by the needs of the individuals they are caring for. Healthcare Support Workers will check the overall comfort, wellbeing and progress of individuals in their care. They support individuals with their daily activities including eating, drinking, washing, dressing or going to the toilet. They carry out clinical activities such as measuring and monitoring blood pressure, temperature or weight, checking wounds or applying dressings. They prepare individuals for healthcare activities carried out by other members of the healthcare team, looking after them before, during and/or after those activities in line with their care plan. They will also carry out non-clinical duties such as handling enquiries and signposting or escorting people, keeping records, making beds, tidying the work area, returning or cleaning equipment used during a clinical activity.
In their daily work, an employee in this occupation interacts with
An employee in this occupation will be responsible for working within the limits of their competence and agreed ways of working to provide a defined range of healthcare tasks as part of the wider health and social care team. Healthcare Support Workers in health settings typically report to a registered healthcare practitioner who will directly or indirectly supervise their work. Healthcare Support Workers in adult social care settings typically report to a Registered Manager, Service Manager and, in the case of Personal Assistants, to the individual with whom they work. Healthcare Support Workers can address straightforward problems in their daily work, reporting concerns and changes to the appropriate person in a timely manner. They must communicate effectively and be able to adhere to strict standards, including legislation, when handling sensitive and confidential information. They must maintain a safe and healthy working environment and keep their knowledge and skills up to date through continuous professional development.
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 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 4 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 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 the health and care sectors. Healthcare Support Workers work in a range of healthcare settings, for example in a hospital, General Practice, as part of a community team and in individuals’ homes where their wider team may include workers from both health and social care. They can also be found in social care settings where the scope of the role they carry out requires them to be responsible for a range of clinical tasks. These roles are becoming more common as health and social care services in some areas become integrated or where residential and nursing homes are caring for residents who have health and care needs, are unwell or reaching the end of their life but have not been transferred to a hospital or primary care setting.
The broad purpose of the occupation is to provide high quality and compassionate person-centred care and support based on individual needs and setting. Daily activities for a Healthcare Support Worker will vary according to the workplace and will be determined by the needs of the individuals they are caring for. Healthcare Support Workers will check the overall comfort, wellbeing and progress of individuals in their care. They support individuals with their daily activities including eating, drinking, washing, dressing or going to the toilet. They carry out clinical activities such as measuring and monitoring blood pressure, temperature or weight, checking wounds or applying dressings. They prepare individuals for healthcare activities carried out by other members of the healthcare team, looking after them before, during and/or after those activities in line with their care plan. They will also carry out non-clinical duties such as handling enquiries and signposting or escorting people, keeping records, making beds, tidying the work area, returning or cleaning equipment used during a clinical activity.
In their daily work, an employee in this occupation interacts with
An employee in this occupation will be responsible for working within the limits of their competence and agreed ways of working to provide a defined range of healthcare tasks as part of the wider health and social care team. Healthcare Support Workers in health settings typically report to a registered healthcare practitioner who will directly or indirectly supervise their work. Healthcare Support Workers in adult social care settings typically report to a Registered Manager, Service Manager and, in the case of Personal Assistants, to the individual with whom they work. Healthcare Support Workers can address straightforward problems in their daily work, reporting concerns and changes to the appropriate person in a timely manner. They must communicate effectively and be able to adhere to strict standards, including legislation, when handling sensitive and confidential information. They must maintain a safe and healthy working environment and keep their knowledge and skills up to date through continuous professional development.
Duty | KSBs |
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Duty 1 Act within the limits of own competence and within agreed ways of working, following the relevant local and national standards, policies and protocols used in the workplace |
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Duty 2 Monitor the health and well-being of individuals in your care |
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Duty 3 Assist individuals to maximise their independence |
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Duty 4 Contribute to the daily running and administration of an effective and efficient service or team |
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Duty 5 Use communication methods and techniques to overcome barriers and meet individuals’ wishes, preferences and needs |
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Duty 6 Promote the health and wellbeing of individuals |
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Duty 7 Record, report and store information related to individuals |
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Duty 8 Maintain own and others’ safety at work |
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Duty 9 Maintain and further develop your own skills and knowledge |
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Duty 10 Contribute to the quality of services by participating in improvement activities |
K1: The legislation, policies, standards, local ways of working and codes of conduct that apply to own role.
Back to Duty
K2: The scope of practice, limitations of own competence and who to ask for support
Back to Duty
K3: The principles of ‘person-centred care and support’, including principles of equality, diversity and inclusion, active participation, consent and choice
Back to Duty
K4: The principles of a ‘duty of care’ and ‘safeguarding’, including the signs and types of abuse and ways to reduce the risk of abuse
Back to Duty
K5: The signs and symptoms that an individual is in pain, distress or discomfort
Back to Duty
K6: The signs and symptoms that an individual’s health and wellbeing is changing and ways to report changes
Back to Duty
K7: Techniques and principles to perform basic life support
Back to Duty
K8: The physiological states, their normal ranges and the correct tools or equipment used to measure them
Back to Duty
K9: The importance of prescribed medication and the limitations of own role in relation to medication
Back to Duty
K10: The principles of hydration, nutrition and food safety
Back to Duty
K11: The activities of daily living and ways to support individuals in developing and maintaining their independence in carrying out these activities
Back to Duty
K12: Local systems to order and manage supplies and stocks
Back to Duty
K13: Methods to safely clean and dispose of materials and equipment, including ways to handle hazardous materials and substances
Back to Duty
K14: Local systems to manage appointments, including IT and telephone systems, how and where to sign-post individuals
Back to Duty
K15: Communication techniques to maximise understanding including for individuals with specific communication needs or wishes
Back to Duty
K16: The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability and the impact of these conditions on an individual’s needs
Back to Duty
K17: The principles of health promotion, availability of services to support individuals with lifestyle choices and how referrals can be made if required
Back to Duty
K18: Ways to record and store information securely and in line with national and local policy and legislation, including the safe use of technology
Back to Duty
K19: The principles and organisational policies for confidentiality, duty of confidence and disclosure
Back to Duty
K20: The principles of infection prevention and control and the importance of good personal hygiene, hand hygiene and correct use of Personal Protective Equipment (PPE)
Back to Duty
K21: The health and safety legislation, the principles of safe moving and handling of equipment and other objects and assistance of individuals
Back to Duty
K22: The meaning of ‘risk’ in the workplace, ways to identify and raise concerns and own responsibilities in relation to incidents, errors and near misses
Back to Duty
K23: The principles of continuing personal development and the local arrangements for appraisal and supervision
Back to Duty
K24: The principles of the ‘Care Certificate’
Back to Duty
K25: The principles of reflective practice
Back to Duty
K26: The principles of ‘quality improvement’
Back to Duty
K27: Ways to source evidence to support improvement in the workplace
Back to Duty
S1: Work in line with legislation, policies, standards, local ways of working and codes of conduct that apply to own role
Back to Duty
S2: Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed
Back to Duty
S3: Work as part of a multi-disciplinary team to provide safe non-discriminatory person-centred care and support in line with individual’s established consent
Back to Duty
S4: Implement a duty of care, recognising and responding to safeguarding and protection concerns and acting in the best interest of individuals to ensure they do not come to harm
Back to Duty
S5: Recognise and respond to the signs and symptoms that an individual is in pain, distress or discomfort to maximise comfort and wellbeing
Back to Duty
S6: Recognise and respond to changes in individuals’ health and wellbeing
Back to Duty
S7: Perform basic life support
Back to Duty
S8: Undertake physiological measurements, selecting and using the correct tools or equipment
Back to Duty
S9: Assist the registered practitioner in encouraging individuals to take or use their prescribed medication
Back to Duty
S10: Promote access to fluids and nutrition in line with an individual’s care plan
Back to Duty
S11: Support individuals with activities of daily living to maximise independence in line with their desired outcomes and plan of care
Back to Duty
S12: Contribute to the storage of supplies and equipment
Back to Duty
S13: Contribute to the cleaning, disinfecting and disposal of materials and equipment
Back to Duty
S14: Support others with appointments, enquiries and referrals
Back to Duty
S15: Communicate with individuals using techniques designed to facilitate understanding
Back to Duty
S16: Recognise and respond to limitations in an individual’s mental capacity
Back to Duty
S17: Act on opportunities to support others to maximise their health, well-being and positive lifestyle choices
Back to Duty
S18: Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology
Back to Duty
S19: Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality
Back to Duty
S20: Maintain a safe and healthy working environment, using a range of techniques for infection prevention and control, including hand hygiene and the use of Personal Protective Equipment (PPE)
Back to Duty
S21: Move and handle equipment or other items safely and assist individuals
Back to Duty
S22: Take action in response to identified concerns, risks, incidents or errors and near misses arising in the workplace
Back to Duty
S23: Participate in appraisal and supervision to support ongoing personal development
Back to Duty
S24: Participate in training and development activities including the Care Certificate Standards
Back to Duty
S25: Reflect on own practice
Back to Duty
S26: Contribute to improvement activities in the workplace, for example collecting and logging data for audit
Back to Duty
S27: Use evidence to make suggestions for improving practice
Back to Duty
B1: Treat people with dignity
Back to Duty
B2: Show respect and empathy for those you work with
Back to Duty
B3: Be adaptable, reliable and consistent
Back to Duty
V1.1
This document explains the requirements for end-point assessment (EPA) for the healthcare support worker apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Healthcare support worker 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 healthcare support worker. 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 practice with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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 complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must 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 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
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Grades available for each method: Observation of Practice with questions
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA is begun 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(s), 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 8 discrete pieces of evidence (2 per grading theme). 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. Given the breadth of context and roles in which this occupation works, the apprentice will select the most appropriate evidence based on the context of their practice against the KSBs mapped to this method.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment except where evidencing K25 or S25. 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 idiscussion. 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 with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not permitted. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This EPA method is being used because:
The observation of practice with questions 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 observation of practice with questions.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 2 weeks notice of the observation with questions.
The observation must take 2 hours.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations during the working day.
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The purpose of the questions is to allow the apprentice the opportunity to cover any KSBs not demonstrated during the observation.
The independent assessor must ask questions. Questions must be asked after the observation. The total duration of the observation assessment method is 2 hours and the time for questioning is included in the overall assessment time. The total time for the observation element is 90 minutes. The time allocated for questioning is 30 minutes. The independent assessor must ask at least 4 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence.
The independent assessor must make the grading decision. The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The observation of practice with questions must take place in the apprentice’s normal place of work (for example their employer’s premises or a customer’s premises). Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation 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 produce the following materials to support the observation of practice 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 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.
This EPA method is being used because:
· it allows for assessment of knowledge, skills and behaviours that do not occur on a predictable or regular basis
· it allows assessment of responses where there are a range of potential answers that cannot be tested through the observation
· it can be conducted remotely, potentially reducing cost
· a professional discussion is a well-recognised method of checking knowledge, skills and behaviours and is widely used within the health sector.
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 depth of the apprentice's understanding of the KSBs.
Apprentices are expected to understand and use relevant occupational language that would be typical of a competent person in this occupation.
The EPAO must give an apprentice 2 weeks 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 60 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 8 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 of evidence:
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
Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Working to protocol
K1 K2 K3 K4 S1 S2 S3 S4 |
Works within the limits of the role of a healthcare support worker and adheres to legislation, policies, standards codes of conduct and local ways of working (K1, S1)
Recognises when something is outside of their scope of practice or their own competence and uses the escalation and reporting mechanisms relevant to their role (K2, S2)
Establishes consent, or checks that consent has been established, from the individual and works with others from the multi-disciplinary team to provides safe, person-centred and non-discriminatory care (K3, S3)
Applies the principles of duty of care, recognising and responding to safeguarding and/or protection concerns to ensure individuals do not come to harm (K4, S4) |
Provision of Care
K5 K6 K8 K10 K11 S5 S6 S8 S10 S11 B1 |
Checks and responds to signs and symptoms that an individual’s health is changing or if they are in pain, distress or discomfort acting to maximise their dignity, comfort and wellbeing and following the correct procedure for reporting the changes or situation (K5, K6, S5, S6, B1)
Undertakes physiological measurements on an individual, selecting and using the correct tools or equipment (K8, S8)
Checks the care plan and provides the correct, safe access to fluids and nutrition (K10, S10)
Works according to the care plan and the individual’s desired outcomes to support them with the activities of daily living in a way that supports and maximises independence (K11, S11) |
Communication
K15 K18 K19 S15 S18 S19 B2 |
Selects and applies communication techniques to promote understanding appropriate to the needs of the individual(s), showing respect and empathy in line with organisational policies and procedures (K15, S15, B2) Records, stores, reports, shares or discloses information correctly and in line with national and local policy and legislation, using technology safely and securely and maintaining confidentiality at all times (K18, K19, S18, S19) |
Health, safety, stock and equipment management
K12 K13 K20 K21 S12 S13 S20 S21 |
Uses and stores equipment and supplies correctly in line with organisational policy and procedures for the safe supply and management of stock (K12, S12)
Cleans, disinfects or disposes of materials or equipment in line with organisational policy and procedures for handling hazardous materials and substances safely (K13, S13)
Applies the correct infection prevention and control measures to the tasks they are carrying out, including hand hygiene and use of Personal Protective Equipment (PPE) (K20, S20)
Moves and handles equipment or other items and assists individuals safely and in line with health and safety legislation (K21, S21) |
Fail - does not meet pass criteria
Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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CPD and reflection
K23 K24 K25 S23 S24 S25 B3 |
Explains how they take part in appraisal and supervision, summarising the impact on their ongoing personal development. Discusses how they have been adaptable, reliable and consistent in their approach to work tasks. (K23, S23, B3)
Outlines the principles of the Care Certificate and describes how it has contributed to their training and development (K24, S24)
Identifies times when they reflect on their own practice, explaining their choices and describing the impact it has on their daily work (K25, S25) |
Evaluates the impact of reflective practice on their way of working (K25, S25)
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Provision of care
K7 K9 K14 K16 K17 S7 S9 S14 S16 S17 |
Describes the techniques and principles for providing basic life support and how they apply them in their own practice (K7, S7)
Describes how they assist registered practitioners in encouraging individuals to take or use prescribed medicines within the limitations of their own role and orgsanisational policy (K9, S9)
Explains how they have supported others with appointments, enquiries and/or referrals using relevant IT and telephone systems (K14, S14)
Defines mental capacity and describes the difference between mental illness, dementia and learning disability, giving an example of when they recognised and responded to an individual’s mental capacity (K16, S16)
Explains the principles of health promotion, outlining the services available and how referrals are made, acting on opportunities to support others in maximising their health, well-being and positive lifestyle choices (K17, S17)
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Reviews the extent to which their support has maximised the health, wellbeing and positive lifestyle choices of individuals (K17, S17)
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Quality
K26 K27 S26 S27 |
Identifies how they contribute to quality improvement activities in the workplace, by giving examples of how they have helped to collect data or used evidence to make improvements to practice (K26, K27, S26, S27) |
Evaluates how far the evidence they have collected has contributed to improvement activities in the workplace (K26, K27, S26, S27) |
Risk, health and safety
K22 S22 |
Defines risk in relation to their place of work and describes their actions when raising concerns and reporting incidents, errors or near misses in line with organisational policies and procedures (K22, S22)
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Evaluates the impact on the organisation of their response to identified risks, incidents or errors and/or near misses in their place of work (K22, S22) |
The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: observation of practice with 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.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. To gain an overall distinction the apprentice must get a distinction in the Professional Discussion.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.
Observation of Practice with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
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Fail | Any grade | Fail |
Any grade | Fail | Fail |
Pass | Pass | Pass |
Pass | Distinction | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.
Apprentices 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 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed EPA 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 apprentices 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 | 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 EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
the assessor must be occupationally competent against the standard and keep up to date with continuing professional development (cpd).
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 |
---|---|
K1
The legislation, policies, standards, local ways of working and codes of conduct that apply to own role. Back to Grading |
Observation of Practice with questions |
K2
The scope of practice, limitations of own competence and who to ask for support Back to Grading |
Observation of Practice with questions |
K3
The principles of ‘person-centred care and support’, including principles of equality, diversity and inclusion, active participation, consent and choice Back to Grading |
Observation of Practice with questions |
K4
The principles of a ‘duty of care’ and ‘safeguarding’, including the signs and types of abuse and ways to reduce the risk of abuse Back to Grading |
Observation of Practice with questions |
K5
The signs and symptoms that an individual is in pain, distress or discomfort Back to Grading |
Observation of Practice with questions |
K6
The signs and symptoms that an individual’s health and wellbeing is changing and ways to report changes Back to Grading |
Observation of Practice with questions |
K7
Techniques and principles to perform basic life support Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K8
The physiological states, their normal ranges and the correct tools or equipment used to measure them Back to Grading |
Observation of Practice with questions |
K9
The importance of prescribed medication and the limitations of own role in relation to medication Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K10
The principles of hydration, nutrition and food safety Back to Grading |
Observation of Practice with questions |
K11
The activities of daily living and ways to support individuals in developing and maintaining their independence in carrying out these activities Back to Grading |
Observation of Practice with questions |
K12
Local systems to order and manage supplies and stocks Back to Grading |
Observation of Practice with questions |
K13
Methods to safely clean and dispose of materials and equipment, including ways to handle hazardous materials and substances Back to Grading |
Observation of Practice with questions |
K14
Local systems to manage appointments, including IT and telephone systems, how and where to sign-post individuals Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K15
Communication techniques to maximise understanding including for individuals with specific communication needs or wishes Back to Grading |
Observation of Practice with questions |
K16
The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability and the impact of these conditions on an individual’s needs Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K17
The principles of health promotion, availability of services to support individuals with lifestyle choices and how referrals can be made if required Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K18
Ways to record and store information securely and in line with national and local policy and legislation, including the safe use of technology Back to Grading |
Observation of Practice with questions |
K19
The principles and organisational policies for confidentiality, duty of confidence and disclosure Back to Grading |
Observation of Practice with questions |
K20
The principles of infection prevention and control and the importance of good personal hygiene, hand hygiene and correct use of Personal Protective Equipment (PPE) Back to Grading |
Observation of Practice with questions |
K21
The health and safety legislation, the principles of safe moving and handling of equipment and other objects and assistance of individuals Back to Grading |
Observation of Practice with questions |
K22
The meaning of ‘risk’ in the workplace, ways to identify and raise concerns and own responsibilities in relation to incidents, errors and near misses Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K23
The principles of continuing personal development and the local arrangements for appraisal and supervision Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K24
The principles of the ‘Care Certificate’ Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K25
The principles of reflective practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K26
The principles of ‘quality improvement’ Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K27
Ways to source evidence to support improvement in the workplace Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Skill | Assessment methods |
---|---|
S1
Work in line with legislation, policies, standards, local ways of working and codes of conduct that apply to own role Back to Grading |
Observation of Practice with questions |
S2
Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed Back to Grading |
Observation of Practice with questions |
S3
Work as part of a multi-disciplinary team to provide safe non-discriminatory person-centred care and support in line with individual’s established consent Back to Grading |
Observation of Practice with questions |
S4
Implement a duty of care, recognising and responding to safeguarding and protection concerns and acting in the best interest of individuals to ensure they do not come to harm Back to Grading |
Observation of Practice with questions |
S5
Recognise and respond to the signs and symptoms that an individual is in pain, distress or discomfort to maximise comfort and wellbeing Back to Grading |
Observation of Practice with questions |
S6
Recognise and respond to changes in individuals’ health and wellbeing Back to Grading |
Observation of Practice with questions |
S7
Perform basic life support Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S8
Undertake physiological measurements, selecting and using the correct tools or equipment Back to Grading |
Observation of Practice with questions |
S9
Assist the registered practitioner in encouraging individuals to take or use their prescribed medication Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S10
Promote access to fluids and nutrition in line with an individual’s care plan Back to Grading |
Observation of Practice with questions |
S11
Support individuals with activities of daily living to maximise independence in line with their desired outcomes and plan of care Back to Grading |
Observation of Practice with questions |
S12
Contribute to the storage of supplies and equipment Back to Grading |
Observation of Practice with questions |
S13
Contribute to the cleaning, disinfecting and disposal of materials and equipment Back to Grading |
Observation of Practice with questions |
S14
Support others with appointments, enquiries and referrals Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S15
Communicate with individuals using techniques designed to facilitate understanding Back to Grading |
Observation of Practice with questions |
S16
Recognise and respond to limitations in an individual’s mental capacity Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S17
Act on opportunities to support others to maximise their health, well-being and positive lifestyle choices Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S18
Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology Back to Grading |
Observation of Practice with questions |
S19
Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality Back to Grading |
Observation of Practice with questions |
S20
Maintain a safe and healthy working environment, using a range of techniques for infection prevention and control, including hand hygiene and the use of Personal Protective Equipment (PPE) Back to Grading |
Observation of Practice with questions |
S21
Move and handle equipment or other items safely and assist individuals Back to Grading |
Observation of Practice with questions |
S22
Take action in response to identified concerns, risks, incidents or errors and near misses arising in the workplace Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S23
Participate in appraisal and supervision to support ongoing personal development Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S24
Participate in training and development activities including the Care Certificate Standards Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S25
Reflect on own practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S26
Contribute to improvement activities in the workplace, for example collecting and logging data for audit Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S27
Use evidence to make suggestions for improving practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Treat people with dignity Back to Grading |
Observation of Practice with questions |
B2
Show respect and empathy for those you work with Back to Grading |
Observation of Practice with questions |
B3
Be adaptable, reliable and consistent Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Working to protocol
K1 K2 K3 K4 S1 S2 S3 S4 |
The legislation, policies, standards, local ways of working and codes of conduct that apply to own role. (K1) The scope of practice, limitations of own competence and who to ask for support (K2) The principles of ‘person-centred care and support’, including principles of equality, diversity and inclusion, active participation, consent and choice (K3) The principles of a ‘duty of care’ and ‘safeguarding’, including the signs and types of abuse and ways to reduce the risk of abuse (K4) |
Work in line with legislation, policies, standards, local ways of working and codes of conduct that apply to own role (S1) Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed (S2) Work as part of a multi-disciplinary team to provide safe non-discriminatory person-centred care and support in line with individual’s established consent (S3) Implement a duty of care, recognising and responding to safeguarding and protection concerns and acting in the best interest of individuals to ensure they do not come to harm (S4) |
None |
Provision of Care
K5 K6 K8 K10 K11 S5 S6 S8 S10 S11 B1 |
The signs and symptoms that an individual is in pain, distress or discomfort (K5) The signs and symptoms that an individual’s health and wellbeing is changing and ways to report changes (K6) The physiological states, their normal ranges and the correct tools or equipment used to measure them (K8) The principles of hydration, nutrition and food safety (K10) The activities of daily living and ways to support individuals in developing and maintaining their independence in carrying out these activities (K11) |
Recognise and respond to the signs and symptoms that an individual is in pain, distress or discomfort to maximise comfort and wellbeing (S5) Recognise and respond to changes in individuals’ health and wellbeing (S6) Undertake physiological measurements, selecting and using the correct tools or equipment (S8) Promote access to fluids and nutrition in line with an individual’s care plan (S10) Support individuals with activities of daily living to maximise independence in line with their desired outcomes and plan of care (S11) |
Treat people with dignity (B1) |
Communication
K15 K18 K19 S15 S18 S19 B2 |
Communication techniques to maximise understanding including for individuals with specific communication needs or wishes (K15) Ways to record and store information securely and in line with national and local policy and legislation, including the safe use of technology (K18) The principles and organisational policies for confidentiality, duty of confidence and disclosure (K19) |
Communicate with individuals using techniques designed to facilitate understanding (S15) Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology (S18) Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality (S19) |
Show respect and empathy for those you work with (B2) |
Health, safety, stock and equipment management
K12 K13 K20 K21 S12 S13 S20 S21 |
Local systems to order and manage supplies and stocks (K12) Methods to safely clean and dispose of materials and equipment, including ways to handle hazardous materials and substances (K13) The principles of infection prevention and control and the importance of good personal hygiene, hand hygiene and correct use of Personal Protective Equipment (PPE) (K20) The health and safety legislation, the principles of safe moving and handling of equipment and other objects and assistance of individuals (K21) |
Contribute to the storage of supplies and equipment (S12) Contribute to the cleaning, disinfecting and disposal of materials and equipment (S13) Maintain a safe and healthy working environment, using a range of techniques for infection prevention and control, including hand hygiene and the use of Personal Protective Equipment (PPE) (S20) Move and handle equipment or other items safely and assist individuals (S21) |
None |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
CPD and reflection
K23 K24 K25 S23 S24 S25 B3 |
The principles of continuing personal development and the local arrangements for appraisal and supervision (K23) The principles of the ‘Care Certificate’ (K24) The principles of reflective practice (K25) |
Participate in appraisal and supervision to support ongoing personal development (S23) Participate in training and development activities including the Care Certificate Standards (S24) Reflect on own practice (S25) |
Be adaptable, reliable and consistent (B3) |
Provision of care
K7 K9 K14 K16 K17 S7 S9 S14 S16 S17 |
Techniques and principles to perform basic life support (K7) The importance of prescribed medication and the limitations of own role in relation to medication (K9) Local systems to manage appointments, including IT and telephone systems, how and where to sign-post individuals (K14) The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability and the impact of these conditions on an individual’s needs (K16) The principles of health promotion, availability of services to support individuals with lifestyle choices and how referrals can be made if required (K17) |
Perform basic life support (S7) Assist the registered practitioner in encouraging individuals to take or use their prescribed medication (S9) Support others with appointments, enquiries and referrals (S14) Recognise and respond to limitations in an individual’s mental capacity (S16) Act on opportunities to support others to maximise their health, well-being and positive lifestyle choices (S17) |
None |
Quality
K26 K27 S26 S27 |
The principles of ‘quality improvement’ (K26) Ways to source evidence to support improvement in the workplace (K27) |
Contribute to improvement activities in the workplace, for example collecting and logging data for audit (S26) Use evidence to make suggestions for improving practice (S27) |
None |
Risk, health and safety
K22 S22 |
The meaning of ‘risk’ in the workplace, ways to identify and raise concerns and own responsibilities in relation to incidents, errors and near misses (K22) |
Take action in response to identified concerns, risks, incidents or errors and near misses arising in the workplace (S22) |
None |
Contact us about this apprenticeship
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.1 | End-point assessment, standard and funding revised but remained. | 01/11/2022 | Not set | Not set |
1.0 | Approved for delivery. The funding band for this standard has been reviewed and remains at £3000 (Dec-2018). | 19/05/2016 | 31/10/2022 | Not set |
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