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Healthcare support worker

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

This revised version of the occupational standard and end-point assessment plan has been agreed and is available for information only pending approval of the funding band. Once the Minister has made a funding band decision, this revised version will be approved for delivery after a notice period of 90 calendar days.

This apprenticeship is in revision and yet to be approved

Key information

  1. Status: In development
  2. Ticked Proposal approved
    Ticked Occupational standard approved
    Ticked End-point assessment plan approved
  3. Reference: ST0216
  4. Level: 2
  5. Minimum duration to gateway: 12 months
  6. Typical EPA period: 3 months
  7. Route: Health and science
  8. Date updated: 06/05/2022
  9. Lars code: 103
  10. EQA provider: Ofqual
  11. Example progression routes:
Print occupational standard

Details of the occupational standard

Occupation summary

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

  • Patients, service users, carers and their families
  • Registered healthcare professionals, for example doctors, nurses and other allied health professionals
  • Social care staff including registered managers, adult care workers and social workers
  • Administration, management and other staff like cleaners, drivers, porters and receptionists

 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.

Typical job titles include:

Healthcare assistant Healthcare support worker Mental health support worker Nursing assistant Personal assistant Support worker

Occupation duties

Duty

KSBs

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

K1 K2 K3 K4

S1 S2 S3 S4

B1 B2 B3

Duty 2 Monitor the health and well-being of individuals in your care

K5 K6 K7 K8 K9

S5 S6 S7 S8 S9

B1 B2 B3

Duty 3 Assist individuals to maximise their independence

K10 K11

S10 S11

B1 B2 B3

Duty 4 Contribute to the daily running and administration of an effective and efficient service or team

K12 K13 K14

S12 S13 S14

B1 B2 B3

Duty 5 Use communication methods and techniques to overcome barriers and meet individuals’ wishes, preferences and needs

K15 K16

S15 S16

B1 B2 B3

Duty 6 Promote the health and wellbeing of individuals

K17

S17

B1 B2 B3

Duty 7 Record, report and store information related to individuals

K18 K19

S18 S19

B1 B2 B3

Duty 8 Maintain own and others’ safety at work

K20 K21 K22

S20 S21 S22

B1 B2 B3

Duty 9 Maintain and further develop your own skills and knowledge

K23 K24 K25

S23 S24 S25

B1 B2 B3

Duty 10 Contribute to the quality of services by participating in improvement activities

K26 K27

S26 S27

B1 B2 B3


KSBs

Knowledge

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

Skills

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

Behaviours

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


Qualifications

English & Maths

Apprentices without level 1 English and maths will need to achieve this level and apprentices without level 2 English and maths will need to take the tests for this level prior to taking the end-point assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Print EPA plan

End-point assessment plan

AP02

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the healthcare support worker apprentices. End-point assessment organisations (EPAOs) must follow this when designing and delivering their 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 spend at least 20% of their on-programme time completing off-the-job training.

This EPA has 2 EPA methods.

The grades available for each EPA method are:

EPA method 1 - observation of practice with questions:

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

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

EPA summary table

On-programme (typically 12 months)

Training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

Training towards English and mathematics qualifications at Level 21, if required.

Compiling a portfolio of evidence.

End-point assessment gateway





The employer must be content that the apprentice is working at or above the level of the occupational standard.

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

  • is working at or above the occupational standard as a healthcare support worker
  • has the evidence required to pass the gateway and is ready to take the EPA

Apprentices must have passed English and mathematics qualifications at Level 1 and have taken the tests for Level 21.

For the professional discussion underpinned by a portfolio of evidence, the apprentice will be required to submit a portfolio of evidence.

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

End-point assessment (typically 3 months)

Re-sits and re-takes

  • Re-take and re-sit grade cap: pass
  • Re-sit timeframe: 3 months
  • Re-take timeframe: 6 months

1For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and mathematics minimum requirement is Entry Level 3. British Sign Language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

Length of end-point assessment period

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.

EPA gateway

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

Apprentices must meet the following gateway requirements before starting their EPA.

These are:

  • achieved English and mathematics Level 1 and taken the tests for Level 21.

The portfolio of evidence requirements are as follows:

· Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship

· It must contain evidence related to the KSBs that will be assessed by the professional discussion

· The portfolio of evidence will typically contain 8 discrete pieces of evidence (2 per grading theme)

· Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested. Evidence sources may include:

1. Witness testimonials

2. Written report of a case-based discussion

3. Written report of supporting an intervention

4. Clinical supervision reflection (relating to K25 and S25)

5. Work-based observation

6. Evidence of ongoing professional development

7. Mapping document showing how the evidence provided meets the KSBs

· This is not a definitive list; other evidence sources are possible. 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 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 must be valid and attributable to the apprentice; the portfolio of evidence must contain a statement from the employer and apprentice confirming this

· The portfolio of evidence must be submitted to the EPAO at the gateway

The portfolio is not directly assessed. It underpins the professional discussion assessment method and therefore should not be marked by the EPAO. EPAOs should review the portfolio of evidence in preparation for the professional discussion but are not required to provide feedback after this review of the portfolio.

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

The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.

Assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Observation of Practice with questions

Overview

In an observation with questions, an independent assessor observes an apprentice in their workplace. The apprentice completes their day-to-day duties under normal working conditions. This allows the apprentice to demonstrate the KSBs shown in the mapping through naturally occurring evidence. The independent assessor asks questions as explained below. Simulation is not permitted during the observation.

The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade for the observation of practice with questions.

Rationale

This EPA method is being used because:

· this is a practical role, best demonstrated through completing activities in a real work setting

· observation makes use of employer resources and equipment, which will be familiar to the apprentice and thus allow them to perform at their best

· questioning allows for the assessment of the breadth and depth of underpinning knowledge against the grading descriptors

· tasks completed during the observation should contribute to workplace productivity and are valid

· it is a holistic assessment method.

Delivery

The observation of practice with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

The independent assessor must only observe one apprentice to ensure quality and rigour and they must be as unobtrusive as possible.

The EPAO must give an apprentice 2 weeks' notice of the observation. 

The observation must take 2 hours.

The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary. The observation and questioning must allow the apprentice the opportunity to demonstrate the KSBs at the highest possible grade.

The observation may be split into discrete sections held on the same working day.

EPAOs must manage invigilation of apprentices at all times to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations. 

The independent assessor must explain to the apprentice the format and timescales of the observation before it begins. This does not count towards the assessment time.

The independent assessor should observe the following during the observation:

· Working as part of the healthcare team

· Providing care and support to individuals

· Communicating in a way that facilitates understanding

· Maintaining the health and safety of the workplace, individuals, colleagues and themselves through safe work practices

· Adhering to protocols relevant to their role, the service or intervention they are providing and the organisation they are working in.

These activities provide the apprentice with the opportunity to demonstrate the KSBs as shown in the mapping.

Questions must be asked after the observation. The total duration of the observation assessment method is 2 hours and the time for questioning included in the overall assessment time is 30 minutes. The total time for the observation element is 90 minutes. The time for questions asked during the observation is included in the overall assessment time. The independent assessor must ask at least 4 questions during the observation. To remain as unobtrusive as possible, independent assessors should ask questions during natural stops between tasks rather than disrupting the apprentice’s flow.

Follow-up questions are allowed. 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. These questions are in addition to the set number of questions for the observation. The independent assessor can also ask questions to clarify answers given by the apprentice.

Professional discussion underpinned by a portfolio of evidence

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.

Rationale

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.

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

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 weeks to review the supporting documentation.

Apprentices must have access to their portfolio of evidence during the professional discussion.

Apprentices 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.

For the professional discussion, the independent assessor must ask at least 8 questions. Follow-up questions are allowed. 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 professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.

The independent assessor conducts and assesses the professional discussion.

The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.

The independent assessor will make all grading decisions.

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

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

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

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

Grading

Observation of Practice with questions

Fail - does not meet pass criteria

Theme

KSBs

Pass

Apprentices must demonstrate all the pass descriptors

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)

 

Comment #1

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)

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme

KSBs

Pass

Apprentices must demonstrate all the pass descriptors

Distinction

Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors

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)

 

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)

 

 

 

Reviews the extent to which their support has maximised the health, wellbeing and positive lifestyle choices of individuals (K17, S17)

 

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)

 

 

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)

Overall EPA grading

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
Fail Any grade Fail
Any grade Fail Fail
Pass Pass Pass
Pass Distinction Distinction

Re-sits and re-takes

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 and responsibilities

Roles Responsibilities

Apprentice

As a minimum, apprentices should:

  • participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months
  • undertake 20% off-the-job training as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • undertake the EPA including meeting all gateway requirements.

 

Employer

As a minimum, employers should:

  • select the EPAO and training provider 
  • work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support a minimum of 20% off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the occupational standard and so is ready for EPA
  • ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
  • remain independent from the delivery of the EPA
  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs
  • ensure the apprentice is well prepared for the EPA
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place
  • where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a daily
  • pass the certificate to the apprentice upon receipt from the EPAO.

EPAO

As a minimum, EPAOs should:

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the Register of End-Point Assessment Organisations (RoEPAO)
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship standard
  • understand the occupational standard
  • make all necessary contractual arrangements, including agreeing the price of the EPA
  • develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material)
  • appoint suitably qualified and competent independent assessors
  • appoint administrators (and invigilators where required) to administer the EPA as appropriate
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading
  • provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • arrange for the EPA to take place, in consultation with the employer
  • where the apprentice is not assessed in the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary
  • develop and provide appropriate assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (i.e. HEI), there must be no conflict of interest
  • have policies and procedures for internal quality assurance (IQA), and maintain records of regular and robust IQA activity and moderation for external quality assurance (EQA) purposes
  • deliver induction training for independent assessors, and for invigilators and/or markers (where used)
  • undertake standardisation activity on this apprenticeship standard for all independent assessors before they conduct an EPA for the first time, if the EPA is updated and periodically as appropriate (a minimum of annually)
  • manage invigilation of apprentices in order to maintain security of the assessment in line with the EPAO’s malpractice policy
  • verify the identity of the apprentice being assessed
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard
  • provide details of the independent assessor’s name and contact details to the employer
  • have, and apply appropriately, an EPA appeals process
  • request certification via the Apprenticeship Service upon successful achievement of the EPA.
  • confirm the gateway requirements have been met and the EPA is begun as quickly as possible.

Independent assessor

As a minimum, independent assessors should:

  • have the competence to assess the apprentice at this level and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan
  • understand the occupational standard and the requirements of this EPA
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the subject matter
  • deliver the end-point assessment in-line with the EPA plan
  • comply with the IQA requirements of the EPAO
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances, including when the EPAO is the training provider (i.e. HEI)
  • attend induction training
  • attend standardisation events when they begin working for the EPAO, before they conduct an EPA for the first time and a minimum of annually on this apprenticeship standard
  • assess each assessment method, as determined by the EPA plan, and without extending the EPA unnecessarily
  • assess against the KSBs assigned to each assessment method, as shown in the mapping of assessment methods and as determined by the EPAO, and without extending the EPA unnecessarily
  • make all grading decisions
  • record and report all assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures.

Training provider

As a minimum, training providers should:

  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the knowledge, skills and behaviours as listed in the occupational standard
  • conduct training covering any knowledge, skill or behaviour requirement agreed as part of the Commitment Statement (often known as the Individual Learning Plan).
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • remain independent from delivery of the EPAO. Where the training provider is the EPA (i.e. a HEI) there must be procedures in place to mitigate against any conflict of interest.

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

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

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

Internal quality assurance (IQA)

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:

  • have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
  • operate induction training for anyone involved in the delivery and/or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)

Value for money

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

Professional recognition

Professional body recognition is not relevant to this occupational apprenticeship.

Mapping of KSBs to assessment methods

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

Mapping of KSBs to grade themes

Observation of Practice with questions - Observation

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)

N/A

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)

N/A

Professional discussion underpinned by a portfolio of evidence - Discussion

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)

N/A

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)

N/A

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)

N/A

Contact us about this apprenticeship

Employers involved in creating the standard: Adams Consulting Partners Anchor Hanover Berkshire Healthcare NHS Foundation Trust CareTech Community Services Ltd Clinical Advisor and Project Lead Freshney Green Primary Care Training Hub Hull University Teaching Hospital J S Consultants UK Ltd Kineton Manor Nursing Home Leeds Council Lincolnshire Community Health Services NHS Trust Mersey Care NHS Foundation Trust Midlands Partnership NHS Foundation Trust Portsmouth Hospitals University NHS Trust RCB Healthcare Royal Free London NHS Foundation Trust South Warwickshire NHS Foundation Trust Southern Health NHS Foundation Trust Spire Healthcare University Hospital Dorset NHS Foundation Trust

Version log

Version Change detail Earliest start date Latest start date Latest end date
Revised version awaiting implementation In development Not set 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 Not set Not set