Practitioners work with individuals eligible for probation support, this includes individuals in court, individuals who have been convicted and victims.
This occupation is found in the Probation Service. The Probation Service is responsible for working to protect the public and reduce reoffending by working with individuals eligible for probation support at pre-sentence, or on probation, or in custody or with victims. Practitioners can be based in a variety of locations, including prisons, courts, approved premises, unpaid work, interventions teams or community-based offices and depending on their location, they will work with individuals due to be sentenced, people on probation or victims.
The broad purpose of the occupation is to protect the public by contributing to risk assessments that reduce re-offending, safeguard victims and rehabilitate individuals eligible for probation support, through effective engagement and interventions. Risk assessments can be conducted in relation to those who come before courts accused of offending behaviour, individuals convicted of offending behaviour and assessment of risk towards victims. These assessments may take the form of formal documents or may be as part of day-to-day engagement with individuals eligible for probation support.
Probation service practitioners will work with individuals eligible for probation support and other agencies to develop, deliver and review realistic plans to address needs and develop for individuals a route out of offending. This may include providing information and advice to courts such as sentencing recommendations, supervising people on probation subject to community sentences and custody, working in approved premises where individuals are required to reside if they are subject to specific sentencing requirements, working to supervise individuals sentenced to complete unpaid work in the community or delivering group interventions to deliver the sentences of the courts. The role may also include working directly with victims of crime to support them to access services and provide them with information about the progress of sentences imposed by the courts to protect them from further harm and offending behaviour.
Interventions delivered vary depending on the role and can cover a range of activities. This can include the completion of reports for a range of audiences, one to one intervention with individuals eligible for probation support, group interventions to reduce the risk of reoffending, provision of support and guidance and referrals to other agencies.
As a practitioner you need to be able to analyse complex information and make decisions, while being ready to listen and question things about people that others won’t. You’ll also need to understand and connect with people from all backgrounds and different situations.
Consistent risk assessment, professional curiosity and liaison with other agencies are key factors in effective management and support of individuals eligible for probation support. The role will include regular engagement with other agencies and colleagues to prevent crime and meet the needs of individuals eligible for probation support.
In their daily work, an employee in this occupation interacts with individuals eligible for probation support. People they work with may demonstrate a range of challenging behaviours and diverse needs, as such, the employee will need to demonstrate a range of engagement skills and the ability to communicate effectively with a variety of audiences. They will need to demonstrate empathy, help individuals to change behaviour and access support. Employees will need to have good people skills and the ability to deal with challenges. They will also interact with colleagues and other agencies involved in the Criminal Justice system. The interaction will aid making assessments and delivering rehabilitative interventions. This ensures that the organisation is working to protect the public, as such, individuals will need to be able to alter communication appropriately for the audience. In this role the practitioner will typically report to a senior probation officer or equivalent other line manager.
An employee in this occupation will be responsible for providing sustained support, advice and supervision for individuals eligible for services from the probation service. They will work as part of a team to meet operational targets and will make ongoing assessments and responsive decisions based on an individual’s assessed risk of serious harm, reoffending and needs.
In line with probation service policies and procedures, the practitioner must at all times demonstrate a commitment to equality and inclusion and an understanding of the relevance of that to the work they do.
The practitioner must follow all policies relating to the sensitive or confidential nature of the information handled whilst working in this role and use computer base systems to produce, update and maintain records and other documentation within agreed timescales.
The practitioner will be required to maintain continuous professional development through out their employment and will be required to adhere to organisational ethics, vales and professional standards.
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 18 months. The EPA period is typically 4 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:
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.
Presentation with questions
You will produce and deliver a presentation to an independent assessor. You must submit your presentation slides and any supporting materials to the EPAO by the end of week You have 8 of the EPA period. The presentation and questions will last at least 45 minutes. The independent assessor will ask you at least 6 questions.
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.Reasonable adjustments
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 Probation Service. The Probation Service is responsible for working to protect the public and reduce reoffending by working with individuals eligible for probation support at pre-sentence, or on probation, or in custody or with victims. Practitioners can be based in a variety of locations, including prisons, courts, approved premises, unpaid work, interventions teams or community-based offices and depending on their location, they will work with individuals due to be sentenced, people on probation or victims.
The broad purpose of the occupation is to protect the public by contributing to risk assessments that reduce re-offending, safeguard victims and rehabilitate individuals eligible for probation support, through effective engagement and interventions. Risk assessments can be conducted in relation to those who come before courts accused of offending behaviour, individuals convicted of offending behaviour and assessment of risk towards victims. These assessments may take the form of formal documents or may be as part of day-to-day engagement with individuals eligible for probation support.
Probation service practitioners will work with individuals eligible for probation support and other agencies to develop, deliver and review realistic plans to address needs and develop for individuals a route out of offending. This may include providing information and advice to courts such as sentencing recommendations, supervising people on probation subject to community sentences and custody, working in approved premises where individuals are required to reside if they are subject to specific sentencing requirements, working to supervise individuals sentenced to complete unpaid work in the community or delivering group interventions to deliver the sentences of the courts. The role may also include working directly with victims of crime to support them to access services and provide them with information about the progress of sentences imposed by the courts to protect them from further harm and offending behaviour.
Interventions delivered vary depending on the role and can cover a range of activities. This can include the completion of reports for a range of audiences, one to one intervention with individuals eligible for probation support, group interventions to reduce the risk of reoffending, provision of support and guidance and referrals to other agencies.
As a practitioner you need to be able to analyse complex information and make decisions, while being ready to listen and question things about people that others won’t. You’ll also need to understand and connect with people from all backgrounds and different situations.
Consistent risk assessment, professional curiosity and liaison with other agencies are key factors in effective management and support of individuals eligible for probation support. The role will include regular engagement with other agencies and colleagues to prevent crime and meet the needs of individuals eligible for probation support.
In their daily work, an employee in this occupation interacts with individuals eligible for probation support. People they work with may demonstrate a range of challenging behaviours and diverse needs, as such, the employee will need to demonstrate a range of engagement skills and the ability to communicate effectively with a variety of audiences. They will need to demonstrate empathy, help individuals to change behaviour and access support. Employees will need to have good people skills and the ability to deal with challenges. They will also interact with colleagues and other agencies involved in the Criminal Justice system. The interaction will aid making assessments and delivering rehabilitative interventions. This ensures that the organisation is working to protect the public, as such, individuals will need to be able to alter communication appropriately for the audience. In this role the practitioner will typically report to a senior probation officer or equivalent other line manager.
An employee in this occupation will be responsible for providing sustained support, advice and supervision for individuals eligible for services from the probation service. They will work as part of a team to meet operational targets and will make ongoing assessments and responsive decisions based on an individual’s assessed risk of serious harm, reoffending and needs.
In line with probation service policies and procedures, the practitioner must at all times demonstrate a commitment to equality and inclusion and an understanding of the relevance of that to the work they do.
The practitioner must follow all policies relating to the sensitive or confidential nature of the information handled whilst working in this role and use computer base systems to produce, update and maintain records and other documentation within agreed timescales.
The practitioner will be required to maintain continuous professional development through out their employment and will be required to adhere to organisational ethics, vales and professional standards.
| Duty | KSBs |
|---|---|
|
Duty 1 Complete risk assessments to inform risk management plans for individuals eligible for probation support and record findings in line with policy and practice. |
|
|
Duty 2 Develop and implement initial plans to reduce risk of reoffending and harm to the public. |
|
|
Duty 3 Work with internal and external partner agencies to review the behaviours and progress of the individuals eligible for probation support. |
|
|
Duty 4 Manage risk to reduce reoffending behaviour and harm, responding to changes, in line with policy and procedures. |
|
|
Duty 5 Apply public protection and safeguarding guidelines and procedures to protect the public from the risk of reoffending and harm. |
|
|
Duty 6 Engage and motivate individuals eligible for probation support to promote positive change. |
|
|
Duty 7 Deliver interventions to meet the objectives of the risk management and sentence plans. |
|
|
Duty 8 Participate in continuous professional development. |
|
|
Duty 9 Adhere to organisational processes and procedures for securely recording and maintaining information relating to individuals eligible for probation support. |
|
|
Duty 10 Adhere to organisational ethics, values and professional standards. |
K1 K2 K3 K4 K5 K8 K9 K11 K12 K13 K14 K15 K16 K17 K18 K19 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 |
K1: Sentencing and criminal justice legislation and organisational policies, procedures for probation practice.
Back to Duty
K2: Principles and policies of equality, diversity and inclusion in the workplace and their impact on the organisation and individuals eligible for probation support.
Back to Duty
K3: The importance of applying criminal justice legislation and organisational policies, procedures and values in practice with individuals eligible for probation support, and the risk of not doing so.
Back to Duty
K4: The role of probation and rehabilitation in the criminal justice system.
Back to Duty
K5: How organisations work collaboratively to support individuals eligible for probation support to reduce the risk of reoffending and harm.
Back to Duty
K6: The importance of gathering information and where to gather that information from to inform risk assessments.
Back to Duty
K7: How information is used for different risk assessment approaches.
Back to Duty
K8: The impact of an individual's personal circumstances on risk of reoffending and harm and the importance of including them in risk assessments.
Back to Duty
K9: The importance of assessing the impact and consequences of offending behaviour on the victim.
Back to Duty
K10: How to reduce risk and raise concerns by identifying harm and abuse indicators and potential risk factors that may lead individuals eligible for probation support to harm themselves or others.
Back to Duty
K11: Methods and approaches for effective engagement with individuals eligible for probation support including the principles of ‘person-centred approach’.
Back to Duty
K12: The contextual aspects of risk including risk of what, to whom and circumstances in which risk is likely to be higher or lower.
Back to Duty
K13: Roles and responsibilities of agencies working to protect the public, and how they apply to and collaborate with probation practitioner roles and responsibilities.
Back to Duty
K14: Principles of team work to achieve outcomes.
Back to Duty
K15: The interventions and their delivery methods that are available to help individuals eligible for probation support.
Back to Duty
K16: Theories and techniques to promote engagement and how they support outcomes that reduce the risk of reoffending.
Back to Duty
K17: Data protection legislation and organisational policies and procedures for gathering, using, storing data including sharing data with partner agencies.
Back to Duty
K18: How to identify your own development needs and how to reflect on own practice.
Back to Duty
K19: The principles of ‘duty of care’ and ‘safeguarding’, the signs of abuse and ways to reduce the risk of abuse.
Back to Duty
K20: Research, evidence and theories that underpin knowledge on offending behaviour, desistence and reduction of harm.
Back to Duty
S1: Complete risk assessments to inform judgement about risk of harm and reoffending and provide public protection.
Back to Duty
S2: Devise interventions based on risk assessment to inform risk management plans.
Back to Duty
S3: Gather valid and reliable information from sources to inform risk assessments.
Back to Duty
S4: Use information to monitor progress of individual plans.
Back to Duty
S5: Respond to any new information to manage and reduce risk of harm and risk of reoffending, posed by individuals subject to supervision, in accordance with organisational requirements.
Back to Duty
S6: Record gathered information using digital tools, in line with data protection and security of information and adhering to organisational requirements.
Back to Duty
S7: Present assessments of risk of harm, that inform risk of reoffending posed by individuals subject to supervision and plans to manage the risks, to stakeholders for implementation and review.
Back to Duty
S8: Support individuals eligible for probation support to access probation services.
Back to Duty
S9: Use reflection techniques to enable individuals eligible for probation support to identify their level of participation and progress.
Back to Duty
S10: Use engagement and motivation techniques to support collaboration with individuals eligible for probation support, adapting approach to individual needs to effectively deal with a range of challenging behaviour.
Back to Duty
S11: Adhere to public protection and safeguarding guidance and procedures.
Back to Duty
S12: Build and sustain working relationships.
Back to Duty
S13: Collaborate with colleagues and other agencies to share information about individuals eligible for probation support and review progress, in line with organisation policies.
Back to Duty
S14: Follow organisational equality, diversity and inclusion policies.
Back to Duty
S15: Maintain continuous professional development using reflective practice and completion of mandatory and required learning and development.
Back to Duty
S16: Manage own workload, prioritising case management for those with most identified needs to reduce risk of harm and reoffending, posed by those subject to supervision.
Back to Duty
S17: Use recorded servicer user information in line with organisations policy and processes to support delivery of services.
Back to Duty
S18: Use escalation routes to resolve issues and concerns, in line with organisation requirements, in relation to areas of your work.
Back to Duty
S19: Test professional assumptions using a range of sources to inform risk of harm and reoffending, posed by those subject to supervision.
Back to Duty
B1: Demonstrate professional conduct, uphold organisational values, and professional boundaries.
Back to Duty
B2: Demonstrate resilience and adaptability when dealing with challenge and changes.
Back to Duty
B3: Seek support for own welfare.
Back to Duty
B4: Demonstrate and encourage mutual respect, demonstrating inclusive practice and empathy to support individuals eligible for probation support.
Back to Duty
B5: Listen actively in all interactions with individuals eligible for probation support and show respect whilst being able to validate, question and reflect on what is being said.
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.
1.1
This document explains the requirements for end-point assessment (EPA) for the probation service practitioner apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Probation service practitioner apprentices, their employers and training providers should read this document.
A full-time probation service practitioner apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 4 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - professional discussion underpinned by portfolio:
Assessment method 2 - case study and presentation with questions:
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 18 months
|
The apprentice must:
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the professional discussion underpinned by portfolio, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
|
End-point assessment - typically 4 months
|
The grades available for each assessment method are below
Professional discussion underpinned by portfolio:
Case study and presentation with questions:
Overall EPA and apprenticeship can be graded:
|
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 4 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
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 the professional discussion. It will typically contain 12 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 apprentice must ensure all work products are redacted in line with employer security policies.
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.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures 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 professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
To ensure validity, reliability and authenticity, the questions related to the behaviours and skills must be based on evidence from the underpinning portfolio.
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 EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must ask at least 8 questions. 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. Follow-up questions are allowed where clarification is required.
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 must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by portfolio:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
The case study and presentation with questions requires the apprentice to complete a real work case with an individual eligible for probation support, ensuring this meet the needs of the employer’s business making sure it is relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
· case study
· presentation with questions
The case study and presentation with questions must cover the following themes:
• risk assessment
• case management
• collaboration and communication
• engagement with individuals eligible for probation support
Rationale
This assessment method is being used because:
The case study and presentation 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.
The case study and presentation will demonstrate collaborating with others which could include internal and external colleagues or experts. The apprentice must however, complete their case study and presentation with questions unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the case study and presentation materials are submitted.
An independent assessor must conduct and assess the case study and presentation with questions.
Component 1:
The case study must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The case study output will be written and must have a word count of 2500 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion.
The case study must include:
• an introduction
• interventions delivered
• obstacles or challenges
• details of any planned work
• a summary
The apprentice must complete and submit the written case study to the EPAO by the end of week 8 of the EPA period.
Component 2:
The presentation 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.
The apprentice must prepare and deliver a presentation linked to the case study to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their written case study and presentation.
The presentation must include:
• an overview of the case
• engagement activities with an individual eligible for probation support
• collaborative decision making
• summary of actions taken
• outcomes, including impact on the organisation and wider sector
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors..
The apprentice must submit any presentation materials to the EPAO by the end of week 8 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 10 days' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questions is:
The presentation and questions must last 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must ask at least 6 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions 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 must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the case study and presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Legislation, Policies, procedures and processes
K1 K3 K4 K5 K6 K13 K17 K19 S6 S11 |
Explains how they apply criminal justice legislation and organisational policies, procedures and values in their role and why this is important. (K1, K3, K4) Explains how they identify and reduce the risks of abuse and apply the principles of duty of care and safeguarding to help protect those eligible for probation support and the public. (K19, S11) Assesses the importance of collaborating with other agencies to support individuals eligible for probation support, and reduce the risk of reoffending and harm, explaining how they gather, store and share data in accordance with organisational procedures and general data protection legislation. (K5, K6, K13, K17, S6)
|
Evaluates the benefits of multi-agency partner collaboration for individuals eligible for probation support and in protection protecting of the public. (K5, S11) Analyses the impact of criminal justice legislation and organisational policies, procedures and values in their role and the risks of not following these. (K1, K3)
|
|
Equality and diversity
K2 B1 |
Explains how they maintain professional boundaries and organisational values, including those relating to equality, diversity and inclusion, and how this benefits both the organisation and those eligible for probation support. (K2, B1)
|
None |
|
Continual professional development
K18 S15 B3 |
Demonstrates how they reflect on their own practice and welfare needs in identifying and seeking support and maintaining continuous professional development in line with organisational requirements. (K18, S15, B3)
|
Explains how professional development has made a difference in their work. (K18, S15)
|
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Risk assessment
K7 K8 K9 K10 K12 S1 S19 |
Explains the importance of including individuals eligible for probation support in risk assessment, and how they consider individual personal circumstances, identifying and mitigating risk of reoffending and harm in line with organisational procedures. (K8, K10) Uses different approaches to complete information-based risk assessments when working with individuals eligible for probation support, informed by assessment of the impact and consequences of offending behaviour on the victim. (K7, K9, S1) Discusses professional assumptions and how this can be challenged by using a range of sources, and how they have contextualised aspects of risk rating to predict risk of reoffending and harm. (K12, S19)
|
Evaluates the range of sources used to complete risk assessments to predict and reduce risk to reoffending and harm, including how harm and abuse indicators test their professional assumptions. (K10, S1, S19)
|
|
Case Management
K15 K20 S2 S4 S5 S16 S18 B2 |
Devises interventions using delivery methods in line with organisational processes and based on risk assessment to inform risk management plans to help individuals eligible for probation support. (K15, S2) Manages own workload, using a range of information including offender behaviour theories to monitor and prioritise case management for those with most identified needs, to reduce risk of reoffending and harm. (K20, S4, S16) Adapts plans and interventions in response to new information to reduce the risk of harm and reoffending, showing resilience when dealing with challenge and escalating to others in line with organisational policies. (S5, S18, B2)
|
Evaluates the extent to which their professional conduct, planning and the prioritising of agile interventions supports the rehabilitation of individuals eligible for probation support. (K15, S5, S16)
|
|
Collaboration and communication
K14 S3 S7 S12 S13 |
Discusses how they collaborate with colleagues and other agencies, adapting the principles of teamwork while validating using, recording, and sharing user information they have gathered to inform risk assessments in line with organisational policies. (K14, S3, S13)
Discusses examples of how working relationships have assisted when presenting assessments of risk or harm and reoffending to stakeholders, and how these have helped develop implement and review plans to manage risks. (S7, S12)
|
Justifies their communication approach when dealing with colleagues and other agencies, including how they build and sustain working relationships. (S7, S12, S13)
|
|
Engagement with individuals eligible for probation support
K11 K16 S8 S9 S10 S14 S17 B4 B5 |
Explains how they uphold the principles of an inclusive person centred approach for effective engagement with individuals in line with equality and diversity policies. (K11, S14, B4) Uses engagement, motivation, and reflection techniques to enable those eligible for probation services to progress, adapting approach to deal with challenging behaviour and recording and reporting in line with organisational procedures. (K16, S9, S10, S17) Uses active listening and questioning techniques to establish the needs of individuals eligible for probation support to help them access pre court, rehabilitation, and resettlement services. (S8, B5)
|
Evaluate the impact of their person-centred approach when engaging with individuals eligible for probation support, including how adapting their approach has contributed to successful outcomes for those individuals and their organisation. (K11, S10, S17, B5)
|
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the professional discussion underpinned by portfolio and case study and presentation with questions 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 assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall merit, the apprentice must achieve a pass in the professional discussion and a distinction in the case study and presentation with questions. To achieve an overall distinction grade the apprentice must achieve a distinction in both the professional discussion and the case study and presentation with questions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Professional discussion underpinned by portfolio | Case study and presentation with questions | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, 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 the EPAO should 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.
If the apprentice fails the case study and presentation with questions assessment method, they must amend the case study and presentation output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended case study and presentation.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
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.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Sentencing and criminal justice legislation and organisational policies, procedures for probation practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
K2
Principles and policies of equality, diversity and inclusion in the workplace and their impact on the organisation and individuals eligible for probation support. Back to Grading |
Professional discussion underpinned by portfolio |
|
K3
The importance of applying criminal justice legislation and organisational policies, procedures and values in practice with individuals eligible for probation support, and the risk of not doing so. Back to Grading |
Professional discussion underpinned by portfolio |
|
K4
The role of probation and rehabilitation in the criminal justice system. Back to Grading |
Professional discussion underpinned by portfolio |
|
K5
How organisations work collaboratively to support individuals eligible for probation support to reduce the risk of reoffending and harm. Back to Grading |
Professional discussion underpinned by portfolio |
|
K6
The importance of gathering information and where to gather that information from to inform risk assessments. Back to Grading |
Professional discussion underpinned by portfolio |
|
K7
How information is used for different risk assessment approaches. Back to Grading |
Case study and presentation with questions |
|
K8
The impact of an individual's personal circumstances on risk of reoffending and harm and the importance of including them in risk assessments. Back to Grading |
Case study and presentation with questions |
|
K9
The importance of assessing the impact and consequences of offending behaviour on the victim. Back to Grading |
Case study and presentation with questions |
|
K10
How to reduce risk and raise concerns by identifying harm and abuse indicators and potential risk factors that may lead individuals eligible for probation support to harm themselves or others. Back to Grading |
Case study and presentation with questions |
|
K11
Methods and approaches for effective engagement with individuals eligible for probation support including the principles of ‘person-centred approach’. Back to Grading |
Case study and presentation with questions |
|
K12
The contextual aspects of risk including risk of what, to whom and circumstances in which risk is likely to be higher or lower. Back to Grading |
Case study and presentation with questions |
|
K13
Roles and responsibilities of agencies working to protect the public, and how they apply to and collaborate with probation practitioner roles and responsibilities. Back to Grading |
Professional discussion underpinned by portfolio |
|
K14
Principles of team work to achieve outcomes. Back to Grading |
Case study and presentation with questions |
|
K15
The interventions and their delivery methods that are available to help individuals eligible for probation support. Back to Grading |
Case study and presentation with questions |
|
K16
Theories and techniques to promote engagement and how they support outcomes that reduce the risk of reoffending. Back to Grading |
Case study and presentation with questions |
|
K17
Data protection legislation and organisational policies and procedures for gathering, using, storing data including sharing data with partner agencies. Back to Grading |
Professional discussion underpinned by portfolio |
|
K18
How to identify your own development needs and how to reflect on own practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
K19
The principles of ‘duty of care’ and ‘safeguarding’, the signs of abuse and ways to reduce the risk of abuse. Back to Grading |
Professional discussion underpinned by portfolio |
|
K20
Research, evidence and theories that underpin knowledge on offending behaviour, desistence and reduction of harm. Back to Grading |
Case study and presentation with questions |
| Skill | Assessment methods |
|---|---|
|
S1
Complete risk assessments to inform judgement about risk of harm and reoffending and provide public protection. Back to Grading |
Case study and presentation with questions |
|
S2
Devise interventions based on risk assessment to inform risk management plans. Back to Grading |
Case study and presentation with questions |
|
S3
Gather valid and reliable information from sources to inform risk assessments. Back to Grading |
Case study and presentation with questions |
|
S4
Use information to monitor progress of individual plans. Back to Grading |
Case study and presentation with questions |
|
S5
Respond to any new information to manage and reduce risk of harm and risk of reoffending, posed by individuals subject to supervision, in accordance with organisational requirements. Back to Grading |
Case study and presentation with questions |
|
S6
Record gathered information using digital tools, in line with data protection and security of information and adhering to organisational requirements. Back to Grading |
Professional discussion underpinned by portfolio |
|
S7
Present assessments of risk of harm, that inform risk of reoffending posed by individuals subject to supervision and plans to manage the risks, to stakeholders for implementation and review. Back to Grading |
Case study and presentation with questions |
|
S8
Support individuals eligible for probation support to access probation services. Back to Grading |
Case study and presentation with questions |
|
S9
Use reflection techniques to enable individuals eligible for probation support to identify their level of participation and progress. Back to Grading |
Case study and presentation with questions |
|
S10
Use engagement and motivation techniques to support collaboration with individuals eligible for probation support, adapting approach to individual needs to effectively deal with a range of challenging behaviour. Back to Grading |
Case study and presentation with questions |
|
S11
Adhere to public protection and safeguarding guidance and procedures. Back to Grading |
Professional discussion underpinned by portfolio |
|
S12
Build and sustain working relationships. Back to Grading |
Case study and presentation with questions |
|
S13
Collaborate with colleagues and other agencies to share information about individuals eligible for probation support and review progress, in line with organisation policies. Back to Grading |
Case study and presentation with questions |
|
S14
Follow organisational equality, diversity and inclusion policies. Back to Grading |
Case study and presentation with questions |
|
S15
Maintain continuous professional development using reflective practice and completion of mandatory and required learning and development. Back to Grading |
Professional discussion underpinned by portfolio |
|
S16
Manage own workload, prioritising case management for those with most identified needs to reduce risk of harm and reoffending, posed by those subject to supervision. Back to Grading |
Case study and presentation with questions |
|
S17
Use recorded servicer user information in line with organisations policy and processes to support delivery of services. Back to Grading |
Case study and presentation with questions |
|
S18
Use escalation routes to resolve issues and concerns, in line with organisation requirements, in relation to areas of your work. Back to Grading |
Case study and presentation with questions |
|
S19
Test professional assumptions using a range of sources to inform risk of harm and reoffending, posed by those subject to supervision. Back to Grading |
Case study and presentation with questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Demonstrate professional conduct, uphold organisational values, and professional boundaries. Back to Grading |
Professional discussion underpinned by portfolio |
|
B2
Demonstrate resilience and adaptability when dealing with challenge and changes. Back to Grading |
Case study and presentation with questions |
|
B3
Seek support for own welfare. Back to Grading |
Professional discussion underpinned by portfolio |
|
B4
Demonstrate and encourage mutual respect, demonstrating inclusive practice and empathy to support individuals eligible for probation support. Back to Grading |
Case study and presentation with questions |
|
B5
Listen actively in all interactions with individuals eligible for probation support and show respect whilst being able to validate, question and reflect on what is being said. Back to Grading |
Case study and presentation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Legislation, Policies, procedures and processes
K1 K3 K4 K5 K6 K13 K17 K19 S6 S11 |
Sentencing and criminal justice legislation and organisational policies, procedures for probation practice. (K1) The importance of applying criminal justice legislation and organisational policies, procedures and values in practice with individuals eligible for probation support, and the risk of not doing so. (K3) The role of probation and rehabilitation in the criminal justice system. (K4) How organisations work collaboratively to support individuals eligible for probation support to reduce the risk of reoffending and harm. (K5) The importance of gathering information and where to gather that information from to inform risk assessments. (K6) Roles and responsibilities of agencies working to protect the public, and how they apply to and collaborate with probation practitioner roles and responsibilities. (K13) Data protection legislation and organisational policies and procedures for gathering, using, storing data including sharing data with partner agencies. (K17) The principles of ‘duty of care’ and ‘safeguarding’, the signs of abuse and ways to reduce the risk of abuse. (K19) |
Record gathered information using digital tools, in line with data protection and security of information and adhering to organisational requirements. (S6) Adhere to public protection and safeguarding guidance and procedures. (S11) |
None |
|
Equality and diversity
K2 B1 |
Principles and policies of equality, diversity and inclusion in the workplace and their impact on the organisation and individuals eligible for probation support. (K2) |
None |
Demonstrate professional conduct, uphold organisational values, and professional boundaries. (B1) |
|
Continual professional development
K18 S15 B3 |
How to identify your own development needs and how to reflect on own practice. (K18) |
Maintain continuous professional development using reflective practice and completion of mandatory and required learning and development. (S15) |
Seek support for own welfare. (B3) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Risk assessment
K7 K8 K9 K10 K12 S1 S19 |
How information is used for different risk assessment approaches. (K7) The impact of an individual's personal circumstances on risk of reoffending and harm and the importance of including them in risk assessments. (K8) The importance of assessing the impact and consequences of offending behaviour on the victim. (K9) How to reduce risk and raise concerns by identifying harm and abuse indicators and potential risk factors that may lead individuals eligible for probation support to harm themselves or others. (K10) The contextual aspects of risk including risk of what, to whom and circumstances in which risk is likely to be higher or lower. (K12) |
Complete risk assessments to inform judgement about risk of harm and reoffending and provide public protection. (S1) Test professional assumptions using a range of sources to inform risk of harm and reoffending, posed by those subject to supervision. (S19) |
None |
|
Case Management
K15 K20 S2 S4 S5 S16 S18 B2 |
The interventions and their delivery methods that are available to help individuals eligible for probation support. (K15) Research, evidence and theories that underpin knowledge on offending behaviour, desistence and reduction of harm. (K20) |
Devise interventions based on risk assessment to inform risk management plans. (S2) Use information to monitor progress of individual plans. (S4) Respond to any new information to manage and reduce risk of harm and risk of reoffending, posed by individuals subject to supervision, in accordance with organisational requirements. (S5) Manage own workload, prioritising case management for those with most identified needs to reduce risk of harm and reoffending, posed by those subject to supervision. (S16) Use escalation routes to resolve issues and concerns, in line with organisation requirements, in relation to areas of your work. (S18) |
Demonstrate resilience and adaptability when dealing with challenge and changes. (B2) |
|
Collaboration and communication
K14 S3 S7 S12 S13 |
Principles of team work to achieve outcomes. (K14) |
Gather valid and reliable information from sources to inform risk assessments. (S3) Present assessments of risk of harm, that inform risk of reoffending posed by individuals subject to supervision and plans to manage the risks, to stakeholders for implementation and review. (S7) Build and sustain working relationships. (S12) Collaborate with colleagues and other agencies to share information about individuals eligible for probation support and review progress, in line with organisation policies. (S13) |
None |
|
Engagement with individuals eligible for probation support
K11 K16 S8 S9 S10 S14 S17 B4 B5 |
Methods and approaches for effective engagement with individuals eligible for probation support including the principles of ‘person-centred approach’. (K11) Theories and techniques to promote engagement and how they support outcomes that reduce the risk of reoffending. (K16) |
Support individuals eligible for probation support to access probation services. (S8) Use reflection techniques to enable individuals eligible for probation support to identify their level of participation and progress. (S9) Use engagement and motivation techniques to support collaboration with individuals eligible for probation support, adapting approach to individual needs to effectively deal with a range of challenging behaviour. (S10) Follow organisational equality, diversity and inclusion policies. (S14) Use recorded servicer user information in line with organisations policy and processes to support delivery of services. (S17) |
Demonstrate and encourage mutual respect, demonstrating inclusive practice and empathy to support individuals eligible for probation support. (B4) Listen actively in all interactions with individuals eligible for probation support and show respect whilst being able to validate, question and reflect on what is being said. (B5) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Occupational standard, end-point assessment and funding band reviewed | 16/07/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 20/08/2019 | 15/07/2024 | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence