Focus Awards Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) (RQF)

What you'll be able to do

• Understand the theoretical background to person-centred interactive training methods and their application in enhancing team performance.
• Plan person-centred interactive training sessions that are designed to enhance the overall performance of the whole team.
• Lead person-centred interactive training sessions effectively in situ, adapting to the needs of the participants and the environment.
• Provide constructive support and guidance to improve the performance of others, using person-centred approaches.

What you'll be able to do

• Understand the relevant policies, theories, and models that underpin the appraisal of staff performance within an organisation.
• Support others to understand the purpose and benefits of the appraisal process.
• Facilitate thorough preparation for appraisals, ensuring appraisees are well-informed and prepared.
• Support appraisees to actively participate in appraisal meetings, contributing to a constructive dialogue.
• Evaluate own practice during the appraisal process, identifying areas for personal development and improvement.

What you'll be able to do

• Understand assessment processes used in health and social care settings, including their purpose and legal frameworks.
• Lead and contribute to assessments of individuals' needs and risks in a health and social care setting.
• Manage the outcomes of assessments, ensuring appropriate care plans and support are implemented and reviewed.
• Promote others’ understanding of the role of assessment in improving outcomes for individuals.
• Review and evaluate the effectiveness of assessment processes and their impact on individual well-being.

What you'll be able to do

• Understand the contribution that families and carers make in caring for individuals, recognising the value of their role and the challenges they may face
• Engage with families and carers who are providing care, building rapport and establishing effective communication channels
• Assess the needs of families and carers, taking into account their physical, emotional, and social well-being
• Identify a plan to support families and carers, outlining specific actions and resources to meet their identified needs

What you'll be able to do

• Promote inclusive practice in health and social care.

What you'll be able to do

• Align objectives of own area of responsibility with those of own organisation.
• Implement operational plans in own area of responsibility.
• Monitor and evaluate operational plans in own area of responsibility to ensure they are effective and meet organisational goals.

What you'll be able to do

• Ensure safeguarding practices are up to date and effective.

What you'll be able to do

• Implement health and safety policies aligned with best practices.

What you'll be able to do

• Understand the relevant regulatory requirements, codes of practice, and guidance pertaining to the effective management of concerns and complaints within a care setting.
• Develop clear and accessible procedures for addressing concerns and complaints in a timely and appropriate manner.
• Lead the implementation of procedures and practice for addressing concerns and complaints, ensuring all staff are aware of their responsibilities.
• Review the effectiveness of procedures and practices for addressing concerns and complaints, identifying areas for improvement and implementing necessary changes.

What you'll be able to do

• Understand the purpose of professional supervision in health and social care or children and young people’s work settings.
• Understand how the principles of professional supervision can be used to inform performance management in health and social care or children and young people’s work settings.
• Undertake the preparation for professional supervision with supervisees in health and social care or children and young people’s work settings.
• Provide professional supervision in health and social care or children and young people’s work settings.
• Manage conflict situations during professional supervision in health and social care or children and young people’s work settings.
• Evaluate own practice when conducting professional supervision in health and social care or children and young people’s work settings.

What you'll be able to do

• Understand the key policies and legislative frameworks that govern the provision of family support in the relevant UK home nation.
• Develop a comprehensive provision plan for family support services, taking into account identified needs and available resources.
• Implement the developed provision plan for family support, ensuring effective delivery of services.
• Support other professionals and volunteers to establish and maintain positive and supportive relationships with families.

What you'll be able to do

• Understand the legal and organisational requirements for recording information and providing reports in adult care settings.
• Prepare professional records and reports that meet legal requirements and agreed ways of working.
• Use records and reports to inform judgements and decisions related to care provision.

What you'll be able to do

• Understand the fundamental purpose and nature of partnership working in the learning and teaching context.
• Understand the specific purpose, aims, and objectives of a particular partnership within the learning and teaching environment.
• Understand the organisational structure and management processes of a partnership, including roles and responsibilities.
• Understand how to effectively measure and report on a partnership's outputs and outcomes, demonstrating its impact.
• Understand how to communicate effectively with all stakeholders within a partnership, ensuring clear and consistent messaging.
• Understand the wider context within which a partnership operates, including relevant policies, regulations, and community factors.

What you'll be able to do

• Understand the specific considerations required when providing end-of-life care for individuals living with dementia, including ethical and legal aspects.
• Understand how to effectively support individuals with dementia who are affected by pain and distress at the end of life, using appropriate pain management and comfort techniques.
• Understand how to provide support to the carers of individuals with dementia at the end of life, addressing their emotional, practical, and respite needs.

What you'll be able to do

• Understand the complexities of models of disability.
• Review how models of disability underpin organisational practice.
• Develop others’ awareness of models of disability.

What you'll be able to do

• Understand the principles of change management in health and social care or children and young people’s settings.
• Facilitate a shared understanding of the need for change in health and social care or children and young people’s settings.
• Develop an approved change management plan in health and social care or children and young people’s settings.
• Gain support for a proposed change in health and social care or children and young people’s settings.
• Implement approved change management plans in health and social care or children and young people’s settings.
• Evaluate the change management process in health and social care or children and young people’s settings.

What you'll be able to do

• Understand the benefits of coaching and mentoring practitioners in health and social care or children and young people’s settings, including improved performance, increased job satisfaction, and enhanced professional development
• Promote coaching and mentoring of practitioners in health and social care or children and young people’s settings, highlighting the advantages and encouraging participation
• Identify the coaching and mentoring needs of practitioners in health and social care or children and young people’s settings, assessing their skills, knowledge, and experience
• Implement coaching and mentoring activities in health and social care or children and young people’s settings, providing guidance, support, and feedback
• Review the outcomes of coaching and mentoring in health and social care or children and young people’s settings, evaluating the impact on performance, development, and well-being

What you'll be able to do

• Understand how groups develop and function in health and social care or children and young people’s work settings, including stages of group development and dynamics.
• Create a climate that facilitates effective groups in health and social care or children and young people’s work settings, promoting inclusivity and collaboration.
• Facilitate a group in health and social care or children and young people’s work settings, guiding discussions and managing conflict effectively.
• Enhance learning through the constructive use of power, authority and influence in group work in health and social care or children and young people’s work settings.
• Monitor and review the work of a group in health and social care or children and young people’s work settings, providing feedback and identifying areas for improvement.

What you'll be able to do

• Identify immediate risk of danger to substance misusers.
• Act upon immediate risk of danger to substance misusers.

What you'll be able to do

• Understand the context of the Positive Behavioural Support model within relevant health and social care settings.
• Understand the recognised definition of the term ‘challenging behaviour’.
• Understand the various contexts in which challenging behaviour can occur, including environmental and social factors.
• Contribute to the functional analysis process in relation to an individual's challenging behaviour, under appropriate supervision.
• Understand the key characteristics of Positive Behavioural Support, including its values and principles.
• Implement primary prevention strategies to reduce the likelihood of challenging behaviour occurring.
• Use a person-centred approach to develop plans that promote participation and improve the quality of life for individuals.
• Implement secondary prevention strategies to de-escalate situations and prevent challenging behaviour from escalating.
• Implement non-aversive reactive strategies in response to challenging behaviour, ensuring the safety and well-being of all involved.
• Understand and implement Positive Behavioural Support Plans, following agreed protocols and guidelines.

What you'll be able to do

• Provide independent advocacy support to children and young people, ensuring their voices are heard.
• Use relevant UK, European, and International legislation to promote and protect the rights of children and young people.
• Respond appropriately to requests for independent advocacy support from or on behalf of children and young people.
• Assist the child or young person to explore different choices and understand the potential consequences of each option.
• Support children and young people through a range of meetings and decision-making processes, ensuring their views are represented.
• Engage effectively with professionals from various agencies to advocate for the child or young person's best interests.
• Use established child protection systems and procedures to keep children and young people safe from harm.

What you'll be able to do

• Understand and use the Mental Capacity Act
• Provide Independent Mental Capacity Advocacy (IMCA)
• Work with the decision maker
• Challenge decisions made by the decision maker
• Work with people who lack capacity
• Work with accommodation and care review referrals
• Work with serious medical treatment referrals
• Work with adult protection referrals
• Construct an IMCA written report that meets statutory requirements

What you'll be able to do

• Know how Mental Health legislation affects individuals who qualify for Independent Mental Health Advocacy (IMHA)
• Provide Independent Mental Health Advocacy (IMHA) to qualifying individuals
• Respond appropriately to requests for Independent Mental Health Advocacy (IMHA) support
• Engage effectively with professionals involved in the care and support of individuals
• Respond appropriately to individuals who have diverse needs, ensuring their specific requirements are met
• Work safely, adhering to relevant policies and procedures to protect yourself and others

What you'll be able to do

• Implement organisational systems and procedures necessary to support individuals experiencing significant life events.
• Ensure sufficient and appropriate resources are available to support individuals experiencing significant life events.
• Ensure staff have the skills and knowledge to respond effectively to individuals experiencing significant life events.

What you'll be able to do

• Understand how the active support model translates core values into person-centred practical action when working with individuals, promoting their independence and participation
• Use practice leadership skills to promote positive interaction and engagement between individuals and support staff
• Use practice leadership in supporting others to develop and implement person-centred daily plans that promote participation in meaningful activities and routines
• Use practice leadership in supporting others to maintain and enhance individuals’ quality of life, ensuring their needs and preferences are met

What you'll be able to do

• Develop effective team management skills.

What you'll be able to do

• Apply current legislation and policy relating to end of life care to the development and implementation of effective end of life care services.
• Understand current theory and best practice underpinning end of life care, including palliative care principles and symptom management.
• Lead and manage effective end of life care services, ensuring the provision of compassionate, dignified, and person-centred care.
• Establish and maintain key relationships with relevant stakeholders to lead and manage end of life care effectively, including healthcare professionals, families, and community organisations.
• Support staff and others in the delivery of excellence in the end of life care service, providing training, mentorship, and emotional support.
• Continuously improve the quality of the end of life care service through monitoring, evaluation, and implementation of evidence-based practices.

What you'll be able to do

• Develop the physical group living environment to promote positive outcomes for individuals, ensuring it is safe, comfortable, and conducive to their well-being.
• Lead the planning, implementation, and review of daily living activities, ensuring they are person-centred and promote independence and choice.
• Promote positive outcomes in a group living environment by fostering a sense of community, encouraging social interaction, and supporting individual goals.
• Manage a positive group living environment by implementing effective communication strategies, managing conflict, and promoting a culture of respect and understanding.

What you'll be able to do

• Assess group living dynamics for children.

What you'll be able to do

• Understand current national and local infection prevention and control policies, procedures, and best practices relevant to the work setting.
• Lead the implementation of infection prevention and control policies and procedures within the work setting, ensuring adherence to guidelines and regulations.
• Manage the effective exchange of information about infections, including reporting, documentation, and communication with relevant parties.
• Lead the practice of infection prevention and control, promoting a culture of safety and hygiene within the work setting.
• Manage risk assessment and mitigation strategies in relation to infection prevention and control, ensuring a proactive approach to minimising potential hazards.

What you'll be able to do

• Understand current policy and practice guidance relating to dementia care, including relevant legislation and ethical considerations.
• Support others to develop a comprehensive understanding of current research on the impact of dementia on individuals and their families, promoting evidence-based practice.
• Lead practice that actively promotes the well-being of individuals with dementia, focusing on their physical, emotional, and social needs.
• Lead practice that supports staff to establish and maintain positive and meaningful relationships with carers of individuals with dementia, fostering collaboration and communication.
• Support staff in the delivery of high-quality dementia care, providing guidance, training, and resources to enhance their skills and knowledge.
• Develop own practice in leading the delivery of dementia care, reflecting on experiences, seeking feedback, and engaging in continuous professional development.

What you'll be able to do

• Understand the theory and principles that underpin person centred practice within a health and social care context.
• Lead a person-centred practice, ensuring that individual needs and preferences are prioritised.
• Lead the implementation of active participation of individuals in their own care and support planning.

What you'll be able to do

• Understand the theoretical background and current policy context underpinning Positive Behavioural Support (PBS).
• Conduct a thorough functional analysis of an individual requiring Positive Behavioural Support.
• Design and lead the implementation of person-centred, primary prevention strategies to proactively address potential behavioural challenges.
• Design and lead the implementation of person-centred, primary prevention strategies to proactively address potential behavioural challenges.
• Assess the appropriateness and ethical considerations of reactive strategy use in specific situations.
• Lead the implementation of a comprehensive Positive Behavioural Support Plan.
• Effectively manage and regularly review the implementation of Positive Behavioural Support Plans to ensure their ongoing effectiveness and relevance.

What you'll be able to do

• Understand the theoretical background of Positive Behavioural Support.
• Understand the current policy context of Positive Behavioural Support.
• Conduct a functional analysis of an individual requiring Positive Behavioural Support.
• Design person-centred, primary prevention strategies.
• Lead the implementation of person-centred, primary prevention strategies.
• Design secondary prevention strategies.
• Lead the implementation of secondary prevention strategies.
• Assess the appropriateness of reactive strategy use.
• Lead the implementation of a Positive Behavioural Support Plan.
• Manage the implementation of Positive Behavioural Support Plans.
• Review the implementation of Positive Behavioural Support Plans.

What you'll be able to do

• Support others to understand the contribution that families and carers make in caring for individuals in health and social care or the care of children and young people.
• Develop the practice of staff in assessing the needs of families and carers.
• Implement a care planning process to support families and carers.
• Evaluate quality of assessment and care planning to meet the needs of families and carers.

What you'll be able to do

• Understand how different approaches to promoting positive well-being and resilience in children and young people impact on practice
• Lead practice in supporting children and young people’s well-being and resilience
• Lead practice in work with carers who are supporting children and young people
• Lead practice in responding to the health needs of children and young people
• Lead the development of practice with children or young people to promote their well-being and resilience

What you'll be able to do

• Evaluate strategies to promote positive development outcomes.

What you'll be able to do

• Understand the relationship between person-centred assessment, care planning and positive risk taking for individuals
• Promote understanding of the legal and policy frameworks which underpin an individual’s right to make decisions and take risks
• Develop practice which includes the individual and others in positive risk assessment and planning
• Support others to understand individuals’ ambitions and the support they will need to achieve them
• Develop systems for positive risk taking
• Evaluate the practice of positive risk-taking

What you'll be able to do

• Understand how legislation influences provision for disabled children and young people and their carers.
• Understand how policy influences provision for disabled children and young people and their carers.
• Understand the potential impact of disability on children and young people.
• Understand the potential impact of disability on their carers.
• Lead child and young person centred provision.
• Work in partnership with others to promote services for children and young people and their carers.

What you'll be able to do

• Understand the impact of change and transitions on the well-being of individuals, recognising the potential for stress, anxiety, and disruption
• Lead and manage provision that supports workers to manage transitions and significant life events, providing guidance, resources, and support to help them cope with change

What you'll be able to do

• Understand the core principles underpinning inter-professional working within health and social care or children and young people’s settings
• Understand the specific requirements for inter-professional working within health and social care or children and young people’s settings
• Manage service objectives effectively through the inter-professional team in a health and social care or children and young people’s setting
• Promote effective inter-professional team working practices within a health and social care or children and young people’s setting
• Manage processes effectively for inter-professional work with individuals in a health and social care or children and young people's setting
• Evaluate the overall effectiveness of inter-professional team work in a health and social care or children and young people’s setting

What you'll be able to do

• Understand the wider market of provision of health and social care or children or young people’s services in relation to a specific work setting, including identifying competitors and market trends
• Work collaboratively with others to support business redesign initiatives, contributing to team discussions and problem-solving
• Develop a comprehensive plan for business redesign, outlining objectives, strategies, resources, and timelines
• Implement a plan for business redesign effectively, monitoring progress and making adjustments as needed

What you'll be able to do

• Understand the legal and ethical frameworks that govern disciplinary processes in health and social care or children and young people’s settings.
• Understand organisational policies and procedures related to disciplinary processes.
• Manage staff practice that falls below professional and/or organisational standards, addressing performance issues promptly and fairly.
• Compile accurate and comprehensive evidence to support a disciplinary proceeding, ensuring compliance with relevant regulations.
• Present evidence effectively during a disciplinary hearing or investigation.
• Manage the outcomes of a disciplinary process, including implementing sanctions, providing support, and monitoring performance improvement.

What you'll be able to do

• Understand factors that influence the management of domiciliary services.
• Effectively manage domiciliary services.
• Implement systems for working safely in domiciliary services.
• Supervise and support practitioners in order to promote individual’s needs and preferences in domiciliary services.
• Respond to day-to-day changes and emergencies in domiciliary services.
• Manage the human resources required for domiciliary services.

What you'll be able to do

• Understand financial management in own work setting.
• Plan budget requirements for own area of responsibility.
• Manage a budget within own area of responsibility.
• Evaluate financial expenditure within own area of responsibility.

What you'll be able to do

• Understand the theory and principles that underpin outcome based practice.
• Lead practice that promotes social, emotional, cultural, spiritual and intellectual well being.
• Lead practice that promotes individuals’ health.
• Lead inclusive provision that gives individuals’ choice and control over the outcomes.
• Manage effective working partnerships with carers, families and significant others to achieve positive outcomes.

What you'll be able to do

• Understand the purpose of induction for health and social care or children and young people’s settings
• Manage the induction process in health, social care and children and young people’s work settings
• Support the implementation of induction processes in health, social care and children and young people’s work settings
• Evaluate the induction process in health and social care or children and young people’s settings
• Implement improvements to the induction process in health and social care or children and young people’s settings

What you'll be able to do

• Understand the importance of sustainability when using physical resources
• Identify resource requirements for own area of responsibility
• Obtain required resources for own area of responsibility
• Monitor and review the quality and usage of resources in own area of responsibility

What you'll be able to do

• Understand the context of quality assurance in a health and social care or children and young people’s setting, including relevant legislation and regulations.
• Understand the principles of quality management and continuous improvement.
• Implement quality standards in a health and social care or children and young people’s setting, ensuring compliance with organisational policies and procedures.
• Lead the evaluation of quality processes in a health and social care or children and young people’s setting, identifying areas for improvement.
• Analyse data and feedback to inform quality improvement initiatives.
• Communicate quality assurance findings and recommendations to relevant stakeholders.

What you'll be able to do

• Understand the development of human sexuality across the lifespan.
• Understand how the sexual development of individuals with a learning disability can differ from that of individuals without a learning disability.
• Understand the issues of sexual health and how these can be supported for individuals with learning disabilities.
• Understand relevant legislation influencing the support of sexuality and sexual health for individuals with learning disabilities, including safeguarding policies.
• Support the sexual expression of an individual with a learning disability in a safe, respectful, and appropriate manner.

What you'll be able to do

• Understand theories that underpin practice within health and social care.
• Lead the implementation of values, principles and statutory frameworks that underpin service provision in own area of work.
• Use evidence based practice in the provision of health and social care services.
• Engage others in reflective practice.

What you'll be able to do

• Understand issues related to access to healthcare services for individuals with learning disabilities.
• Understand the healthcare needs that may affect individuals with learning disabilities.
• Understand good practice in supporting people with a learning disability to access healthcare services.
• Understand how to support others to develop, implement, monitor and review plans for healthcare.
• Develop processes to support others to meet the healthcare needs of individuals with a learning disability.
• Promote good practice to others in their support of individuals with learning disabilities accessing healthcare.

What you'll be able to do

• Understand different methods for raising awareness of sensory loss within a community or organisation.
• Implement activities to raise awareness of sensory loss amongst relevant target groups.
• Review the impact of actions taken to promote awareness of sensory loss and make recommendations for future activities.

What you'll be able to do

• Understand how different and evolving theories about autism reflect the complexity of autistic spectrum conditions.
• Analyse the implications of the legal and policy framework underpinning the support of individuals with autistic spectrum conditions.
• Promote good practice in the support of individuals with an autistic spectrum condition, advocating for their rights and needs.
• Promote to others positive communication strategies for individuals with an autistic spectrum condition, fostering understanding and empathy.
• Implement strategies to support individuals with an autistic spectrum condition to manage their sensory world, creating a comfortable and supportive environment.
• Evaluate the effectiveness of support strategies for individuals with autistic spectrum conditions.

What you'll be able to do

• Evaluate personal and professional development.

What you'll be able to do

• Develop a plan to provide information about own organisation and its services.
• Provide information about own organisation and its services to stakeholders.
• Evaluate information provided to stakeholders to ensure it is effective and meets their needs.

What you'll be able to do

• Understand the role of self and others when supporting individuals who have experienced harm or abuse
• Support individuals to disclose harm or abuse
• Support individuals who have experienced harm or abuse

What you'll be able to do

• Understand own role in supporting children or young people who have experienced harm or abuse, including responsibilities and limitations.
• Understand the roles of other professionals and agencies involved in safeguarding children or young people who have experienced harm or abuse.
• Support children or young people who disclose harm or abuse in a sensitive and appropriate manner.
• Provide ongoing support to children or young people who have experienced harm or abuse, addressing their emotional, physical, and psychological needs.
• Work collaboratively with other professionals to ensure the safe involvement of key people (e.g., family members, carers) with children or young people who have experienced harm or abuse.
• Contribute to risk assessments and safety planning for children or young people who have experienced harm or abuse.

What you'll be able to do

• Manage Advocacy services.
• Implement record keeping systems.
• Recruit and induct Independent Advocates.
• Facilitate service user involvement in the running of the Independent Advocacy Service.
• Construct a business plan.
• Measure Advocacy outcomes.
• Negotiate a Service Level Agreement.
• Establish relationships with commissioners of Advocacy services.
• Promote Independent Advocacy and the service.

What you'll be able to do

• Provide Independent Advocacy support to adults in a range of settings, adhering to relevant legislation and organisational policies.
• Treat the individual receiving Advocacy support as an individual, respecting their rights, dignity, and preferences.
• Assist the individual receiving Advocacy support to explore choices and potential consequences, empowering them to make informed decisions.
• Support adults through a range of meetings, ensuring their voice is heard and their needs are addressed.
• Work safely, minimising risks to yourself and others, and following health and safety guidelines.

What you'll be able to do

• Understand the relevant legislation that affects people who may be subject to Deprivation of Liberty Safeguards or the formal provisions of the Mental Health Act.
• Provide the statutory Independent Mental Capacity Advocacy Deprivation of Liberty Safeguards (IMCA DOLS) service in accordance with legal and organisational requirements.
• Construct an IMCA DOLS written report that meets all statutory requirements and organisational standards.
• Challenge decisions related to Deprivation of Liberty Safeguards, advocating for the rights and best interests of the individual.

What you'll be able to do

• Recognise indications of substance misuse
• Assess and monitor risk associated with substance misuse
• Handle information and maintain accurate records relating to substance misuse
• Refer individuals to appropriate specialist services for substance misuse

What you'll be able to do

• Understand the recruitment and selection processes in health and social care or children and young people’s settings
• Contribute to the recruitment process in health and social care or children’s and young people’s settings
• Participate in the selection process in health and social care or children’s and young people’s settings
• Evaluate the recruitment and selection processes in health and social care or children’s and young people’s settings

What you'll be able to do

• Understand the legislation, regulations and policies that underpin the protection of vulnerable adults.
• Lead service provision that protects vulnerable adults.
• Manage inter-agency, joint or integrated working in order to protect vulnerable adults.
• Monitor and evaluate the systems, processes and practice that safeguards vulnerable adults.

What you'll be able to do

• Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life, including the Mental Capacity Act and Human Rights Act.
• Understand factors affecting end of life care, including physical, emotional, social, and spiritual needs.
• Understand advance care planning in relation to end of life care, including the importance of respecting individual wishes and preferences.
• Provide support to individuals and key people during end of life care, demonstrating empathy and compassion.
• Understand how to address sensitive issues in relation to end of life care, such as discussing death and dying with individuals and their families.
• Understand the role of organisations and support services available to individuals and key people in relation to end of life care, including palliative care teams and bereavement services.
• Access support for the individual or key people from the wider team, including healthcare professionals and social workers.
• Support individuals through the process of dying, ensuring their comfort and dignity.
• Take action following the death of individuals, including completing necessary documentation and providing support to bereaved families.
• Manage own feelings in relation to the dying or death of individuals, seeking support when needed.

What you'll be able to do

• Understand the importance of speech, language and communication for children’s overall development, including cognitive, social, and emotional aspects.
• Understand the importance and the benefits of adults actively supporting the speech, language and communication development of the children in their setting.
• Provide effective support for the speech, language and communication development of the children in their setting, using appropriate strategies and resources.
• Contribute to maintaining a positive and stimulating environment that actively supports speech, language and communication for all children.

What you'll be able to do

• Understand the impact on families who care for an individual who is in a minimally responsive or vegetative state following acquired brain injury.
• Understand the long-term effects of acquired brain injury on the family unit and individual family members.
• Understand legislation that is relevant to carers of an individual affected by acquired brain injury, including their rights and entitlements.
• Assess the specific support required by families who hold the primary caring role for an individual with acquired brain injury.
• Work in partnership with other professionals and agencies to provide holistic support to families affected by acquired brain injury.

What you'll be able to do

• Understand the multifaceted impact on a family of having a child with a disability, considering emotional, financial, and practical aspects.
• Provide effective support to families who have a child with a disability, tailored to their individual needs and circumstances.
• Support families with a child with a disability to access and utilise informal networks and community resources available to them.
• Work collaboratively in partnership with other professionals and agencies to provide comprehensive support to families with a child with a disability.

What you'll be able to do

• Understand the impact of the last days of life on the individual and others.
• Understand how to respond to common symptoms in the last days of life.
• Support individuals and others during the last days of life.
• Respond to changing needs of an individual during the last days of life.
• Work according to national guidelines, local policies and procedures, taking into account preferences and wishes after the death of the individual.
• Manage own feelings in relation to an individual’s dying or death.

What you'll be able to do

• Understand the value of engagement in training, education or employment for individuals.
• Understand how legislation, guidance and codes of practice support an individual to access training, education or employment.
• Understand the support available to individuals accessing education, training or employment.
• Support an individual to identify and access education, training or employment that meets their needs and preferences.
• Support individuals to undertake education, training or employment.
• Evaluate engagement in education, training or employment.

What you'll be able to do

• Understand the range of support available to individuals to access housing and accommodation services.
• Work with individuals to identify housing and accommodation services that meet their specific needs and preferences.
• Work with individuals to plan the steps required to access suitable housing and accommodation services.
• Work with individuals to access housing and accommodation services, providing practical assistance and advocacy.
• Work with housing and accommodation services to ensure they meet the identified needs of individuals.
• Contribute to the review of housing and accommodation services for individuals, providing feedback and suggestions for improvement.

What you'll be able to do

• Understand how legislative frameworks support the safeguarding of individuals
• Support individuals to gain understanding of behaviours and situations that may make them vulnerable to harm or abuse
• Support individuals to gain understanding about how to stay safe
• Work in ways that support individuals to stay safe

What you'll be able to do

• Understand the implications of multiple conditions and/or disabilities for the individual, including physical, emotional, and social aspects.
• Support an individual with multiple conditions and/or disabilities, promoting their independence and well-being.
• Develop others to support the individual with multiple conditions and/or disabilities, providing training and guidance.
• Review service provision in respect of individuals with multiple conditions and/or disabilities, identifying areas for improvement and making recommendations.

What you'll be able to do

• Understand the typical stages of language development in individuals.
• Understand the various factors that can affect the language and communication skills of an individual with sensory loss.
• Understand the complexities involved in using specialist communication systems and technologies.
• Provide effective support to individuals with sensory loss to facilitate their communication.
• Support other individuals in utilising specialist communication methods and technologies effectively.
• Review the effectiveness of communication support provided to individuals with sensory loss and identify areas for improvement.

What you'll be able to do

• Carry out assessments for the approval of adult placement / shared lives carers, in accordance with relevant legislation and organisational policies.
• Support adult placement / shared lives carers to prepare for providing a home to an individual, offering guidance and resources as needed.
• Carry out the matching process between adult placement / shared lives carers and individuals, ensuring compatibility and meeting individual needs.
• Monitor and review placements of individuals in adult placement / shared lives schemes, ensuring their well-being and the ongoing suitability of the placement.

What you'll be able to do

• Understand the role and benefits of community partnerships in supporting and enhancing health and social care practice.
• Identify opportunities where community partnerships could inform and support practice, improving outcomes for individuals.
• Bring together relevant individuals and organisations to establish new community partnerships.
• Support the practical setting up of community partnerships, ensuring clear aims and objectives are defined.
• Contribute actively to the ongoing running of established community partnerships.
• Contribute to the regular review of community partnerships, evaluating their effectiveness and identifying areas for development.

What you'll be able to do

• Understand the importance of spirituality for individuals and its impact on their overall wellbeing.
• Assess the spiritual needs of an individual, respecting their beliefs and values.
• Understand the impact of values and beliefs on own and an individual's spiritual wellbeing, promoting sensitivity and respect.
• Support individuals' spiritual wellbeing, providing appropriate and person-centred care.

What you'll be able to do

• Understand the contribution that assistive technology can make to the lives of individuals.
• Facilitate the use of assistive technology for individuals.
• Develop others to facilitate the use of assistive technology.
• Review the provision of assistive technology and its effectiveness.

What you'll be able to do

• Understand the core principles underpinning advance care planning, including autonomy, capacity, and best interests.
• Understand the process of advance care planning, including initiation, documentation, review, and implementation.
• Understand the importance of a person-centred approach to advance care planning, ensuring that individual preferences, values, and beliefs are respected and considered.

What you'll be able to do

• Understand the importance of differentiating between the individual and the disability
• Understand the concept of physical disability
• Understand the impact of living with a physical disability within society
• Understand the importance of promoting inclusion and independence

What you'll be able to do

• Understand the various factors that can impact on an individual experiencing sensory loss, including physical, psychological, and social factors.
• Understand the importance of effective communication strategies and techniques when interacting with individuals with sensory loss.
• Understand the main causes and conditions that can lead to sensory loss, including both sight and hearing impairments.
• Recognise the signs and symptoms that may indicate an individual is experiencing sight and/or hearing loss, and identify appropriate actions that may be taken to support them.

What you'll be able to do

• Assess developmental milestones in children and young people.

What you'll be able to do

• Understand the attributes that contribute to effective team performance within a specific context.
• Support the ongoing development of a team and its individual members.
• Promote a shared purpose and common goals within a team environment.
• Promote a ‘no-blame culture’ within a team to encourage learning and improvement.
• Understand different styles of leadership and management and their impact on team dynamics.

What you'll be able to do

• Understand common features of support during the last days of life.
• Understand the impact of the last days of life on the individual and others.
• Support individuals and others during the last days of life.
• Understand the actions to be taken following an individual’s death.
• Manage own feelings in relation to an individual’s dying or death.

What you'll be able to do

• Understand the principles of partnership working within the adult care sector
• Understand the benefits of effective partnership working for individuals receiving care and support
• Understand the legal and ethical requirements related to partnership working
• Understand the roles and responsibilities of different agencies and professionals involved in partnership working
• Understand how to overcome barriers to effective partnership working

What you'll be able to do

• Understand theories of management and leadership and their application to health and social care or children and young people settings, including different leadership styles and their effectiveness in different situations
• Understand the relationship between professional management and leadership, recognising the importance of both in achieving organisational goals
• Understand the skills of professional management and leadership in health and social care or children and young people’s settings, including communication, delegation, problem-solving, and decision-making
• Understand the impact of policy drivers on professional management and leadership in health and social care or children and young people’s services, including the need to comply with regulations and promote best practice

What you'll be able to do

• Understand the relevant policies, procedures, and practices for safe working with children and young people in the adult sector, including safeguarding legislation and reporting requirements.
• Understand how to respond appropriately to evidence or concerns that a child or young person has been abused or harmed, following established protocols and reporting procedures.

What you'll be able to do

• Understand the policies, procedures and practices that are in place for safe working with children and young people within the adult sector.
• Understand how to respond appropriately to evidence or concerns that a child or young person has been abused or harmed.

What you'll be able to do

• Understand the impact of the ageing process on the physical and psychological well-being of older people
• Understand attitudes of society towards older people, including common stereotypes and prejudices
• Understand the importance of using person-centred approaches when working with older people, ensuring their individual needs and preferences are respected
• Understand the importance of promoting independence for older people and the strategies that can be used to support this

What you'll be able to do

• Understand the nature and causes of Acquired Brain Injury (ABI).
• Understand the diverse impact of Acquired Brain Injury on individuals, including physical, cognitive, and emotional effects.
• Understand the specialist communication needs of an individual with Acquired Brain Injury, and how to effectively support their communication.
• Understand the impact that personality changes can have on an individual with Acquired Brain Injury and those providing support, and strategies for managing these changes.
• Understand the impact of challenging behaviour resulting from Acquired Brain Injury, and appropriate strategies for support.

What you'll be able to do

• Understand the various factors that may impact on the outcomes and life chances of children and young people, including social, economic, and environmental factors.
• Understand how poverty and disadvantage affect children and young people’s development, including their physical, cognitive, and emotional well-being.
• Understand the importance of early intervention for children and young people who are disadvantaged and vulnerable, and the potential benefits of timely support.
• Understand the importance of support and partnership working with families and other agencies in improving outcomes for children and young people who are experiencing poverty and disadvantage.
• Understand the role of the practitioner in supporting children and young people who are vulnerable and experiencing poverty and disadvantage, including advocacy and signposting to relevant services.

What you'll be able to do

• Understand the neurology of dementia
• Understand the impact of recognition and diagnosis of dementia on individuals and their families
• Understand how dementia care must be underpinned by a person-centred approach

What you'll be able to do

• Understand the purpose of professional supervision within a health and social care context.
• Understand how the principles of supervision can be used to inform performance management processes.
• Understand how to support individuals through professional supervision, including providing constructive feedback and guidance.
• Understand how professional supervision supports performance improvement and professional development.

What you'll be able to do

• Demonstrate research skills in a chosen health and social care topic.

What you'll be able to do

• Understanding the significance of communication in care settings.

What you'll be able to do

• Evaluate the benefits of partnership working in care.

What you'll be able to do

• Understand relevant legislation, policy and practice when working with individuals, carers and families in times of crisis, ensuring compliance and ethical conduct
• Develop risk management strategies when working with individuals, carers and families in times of crisis, minimising potential harm and ensuring safety
• Respond during times of crisis, providing appropriate support, intervention, and referral services
• Review the outcomes of requests for action during times of crisis, evaluating the effectiveness of interventions and identifying areas for improvement

What you'll be able to do

• Understand relevant legislation when working with individuals, carers and families in times of crisis.
• Understand relevant policy when working with individuals, carers and families in times of crisis.
• Understand relevant practice when working with individuals, carers and families in times of crisis.
• Develop risk management strategies when working with individuals, carers and families in times of crisis.
• Respond appropriately during times of crisis.
• Review the outcomes of requests for action during times of crisis.