Level 5 Diploma in Leadership for Children s Care, Learning and Development (Management) Wales and Northern Ireland (04698)

Transcription

1 Vcatinal Qualificatins (QCF, NVQ, NQF) Leadership fr Health and Scial Care Level 5 Diplma in Leadership fr Children s Care, Learning and Develpment (Management) Wales and Nrthern Ireland (04698) Level 5 Diplma in Leadership fr Children s Care, Learning and Develpment (Advanced Practice) Wales and Nrthern Ireland (04699) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (England) (09621 and Children and Yung s Peple s Residential Management) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (England) (09622 and Children and Yung s Peple s Management) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (England) (09623 and Children and Yung s Peple s Advanced Practice) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (Adults) (England) (09624 and Adults Residential Management) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (Adults) (England) (09625 and Adults Management) Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (Adults ) (England) (09626 and Adults Advanced Practice) Level 5 Diplma in Leadership and Management fr Residential Childcare OCR Reprt t Centres Oxfrd Cambridge and RSA Examinatins

2 OCR (Oxfrd Cambridge and RSA) is a leading UK awarding bdy, prviding a wide range f qualificatins t meet the needs f candidates f all ages and abilities. OCR qualificatins include AS/A Levels, Diplmas, GCSEs, Cambridge Natinals, Cambridge Technicals, Functinal Skills, Key Skills, Entry Level qualificatins, NVQs and vcatinal qualificatins in areas such as IT, business, languages, teaching/training, administratin and secretarial skills. It is als respnsible fr develping new specificatins t meet natinal requirements and the needs f students and teachers. OCR is a nt-fr-prfit rganisatin; any surplus made is invested back int the establishment t help twards the develpment f qualificatins and supprt, which keep pace with the changing needs f tday s sciety. This reprt n the examinatin prvides infrmatin n the perfrmance f candidates which it is hped will be useful t teachers in their preparatin f candidates fr future examinatins. It is intended t be cnstructive and infrmative and t prmte better understanding f the specificatin cntent, f the peratin f the scheme f assessment and f the applicatin f assessment criteria. Reprts shuld be read in cnjunctin with the published questin papers and mark schemes fr the examinatin. OCR will nt enter int any discussin r crrespndence in cnnectin with this reprt. OCR 2015

3 CONTENTS QCF, NVQ, NQF: Health and Scial Care Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple (04698, 04699, , , 10406) OCR REPORT TO CENTRES Cntent Page Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple (04698, 04699, , , 10406) 4

4 Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple (04698, 04699, , , 10406) 1 Overview: In relatin t the qualificatins / suite as a whle The Level 5 Diplma in Leadership fr Children s Care, Learning and Develpment (Management) Wales and Nrthern Ireland (scheme 04698) clsed fr entries n 31/12/2013 and certificatin is available until 31/12/2015. Candidates must achieve a minimum f 90 credits: 64 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B and the remaining credits frm Grup B and/r C. The Level 5 Diplma in Leadership fr Children s Care, Learning and Develpment (Advanced Practice) Wales and Nrthern Ireland (scheme 04699) clsed fr entries n 31/12/2013 and certificatin is available until 31/12/2015. Candidates must achieve a minimum f 80 credits: 52 credits frm Mandatry Grup A and the remaining credits frm Grup B and/r C. A maximum f 6 credits frm Grup C can be used t achieve the full qualificatin. The Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (England) This qualificatin has been separated by OCR fr ease f delivery int six separate pathways: 09621: Children & Yung Peple s Residential Management Children & Yung Peple s Management Children & Yung Peple s Advanced Practice Adults Residential Management Adults Management Adults Advanced Practice Fr scheme candidates must achieve a minimum f 80 credits: 64 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. Fr scheme candidates must achieve a minimum f 80 credits: 58 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and a maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. Fr scheme candidates must achieve a minimum f 80 credits: 46 credits frm Mandatry Grup A, a minimum f 1 credit and maximum f 6 credits frm Grup B and the remaining credits frm Grup C. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. Fr scheme candidates must achieve a minimum f 80 credits: 52 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. Fr scheme candidates must achieve a minimum f 80 credits: 53 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. 4

5 Fr scheme candidates must achieve a minimum f 80 credits: 41 credits frm Mandatry Grup A, a minimum f 1 credit and maximum f 6 credits frm Grup B and the remaining credits frm Grup C. A minimum f 56 credits t be achieved at r abve the level f the qualificatin. Due t changes in the structure and an increase in the mandatry credit, this qualificatin was clsed fr entries n 31/03/2015 and fr certificatin n 31/03/2018. OCR has replaced this qualificatin (see schemes belw). The Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (England) This qualificatin has been separated by OCR fr ease f delivery int six separate pathways: Children & Yung Peple s Residential Management Children & Yung Peple s Management Children & Yung Peple s Advanced Practice Adults Residential Management Adults Management Adults Advanced Practice Fr scheme candidates must achieve a minimum f 90 credits: 74 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. Fr scheme candidates must achieve a minimum f 90 credits: 68 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and a maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. Fr scheme candidates must achieve a minimum f 90 credits: 56 credits frm Mandatry Grup A, a minimum f 1 credit and maximum f 6 credits frm Grup B and the remaining credits frm Grup C. Fr scheme candidates must achieve a minimum f 90 credits: 68 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. Fr scheme candidates must achieve a minimum f 90 credits: 69 credits frm Mandatry Grup A, a minimum f 12 credits frm Grup B, a minimum f 1 credit and maximum f 6 credits frm Grup C and the remaining credits frm Grup B and/r D. Fr scheme candidates must achieve a minimum f 90 credits: 57 credits frm Mandatry Grup A, a minimum f 1 credit and maximum f 6 credits frm Grup B and the remaining credits frm Grup C. Due t new qualificatins fr thse wrking in residential childcare being intrduced n 01/02/2015 the OCR Level 5 Diplma in Leadership fr Health and Scial Care and Children and Yung Peple s Services (Children and Yung Peple s Residential Management) was clsed fr entries n 31/01/2015. The required L5 qualificatin fr the wrkfrce as stated in the current Children s Hmes Regulatins 2015 is: The Level 5 Diplma in Leadership and Management fr Residential Childcare (England): Fr scheme candidates must achieve a minimum f 65 credits: 57 credits frm Mandatry Grup A and a minimum f 8 credits (3 units) frm Grup B. 5

6 Assessment f candidates indicated that the Level 5 qualificatin had prvided them with the pprtunity t cnsider the full remit f their managerial rles and respnsibilities: in particular thse in relatin t risk assessments and recrd keeping. Initial assessment prcesses are rbust; meetings with candidates managers t discuss their jb rles and respnsibilities and carrying ut additinal bservatins in candidates their wrk settings enabled Assessrs t clearly ascertain the level f learners wrking activities and respnsibilities. Feedback t candidates was rbust and identified clearly areas fr develpment and hw any gaps in knwledge identified culd be met. Assessment and internal quality assurance activities are planned and dcumented clearly. Gd practice areas that were nted acrss Centres included the fllwing: Assessment Planning and Reviews: candidates prtflis included evidence f detailed initial planning, nging assessment and regular, effective prgress reviews that were cmpleted with candidates. These had been dcumented in line with candidates needs and successfully mtivated candidates t the cmpletin f their qualificatins. Initial Assessment: Initial assessment prcedures are wrking effectively in relatin t determining candidates suitability t undertake a Level 5 qualificatin; bth candidates skills and abilities are taken int cnsideratin befre being registered. Internal Quality Assurance Activities: Internal quality assurers sampling plans and utcmes are clearly recrded and auditable. Feedback prvided t Assessrs is detailed and thrugh with any actins identified fllwed up quickly. Mnitring f Candidate Prgress: Centres cntinue t clsely mnitr candidates prgress; it was als nted that Centres have given candidates fcused and realistic deadline dates fr cmpletin f their qualificatins. Areas fr develpment that were nted acrss Centres included the fllwing: CPD Recrds: Assessment teams dcumented a wide range f CPD undertaken that related t the updating f bth skills and knwledge f the sectr. It is als imprtant that Centre persnnel ensure that CPD recrds als indicate hw the activities undertaken relate specifically t the qualificatin and the units delivered as well as evidence hw they have applied the learning they ve gained. Expert Witnesses Effective use f expert witnesses has been made by Centres. Sme Centres request that expert witnesses phtcpy their CVs, and Certificates and cmplete a prfile every time a candidate needs them t act as a witness. Centres culd instead cnsider the pssibility f identifying key expert witnesses with different emplyers that learners wrk with, btain their CVs, Certificates and Prfiles and place cpies n a main file held at the Centre. This in additin may help Centres with building an established netwrk f expert witness and reducing the amunt f duplicate paperwrk btained. RPL Evidence Previus training undertaken by candidates is being btained and used as RPL. It is imprtant that when RPL is used that it is discussed first and its link t the units established. 6

7 2 General Cmments Specific t each level within a qualificatin Gd practice areas that were nted in relatin t the perfrmance f candidates included the fllwing: Case Studies: Candidates wh cmpleted case studies in small grups benefitted frm the discussins and different perspectives that were shared. The use f rle play was als effective as candidates fully engaged with each f the rles invlved in the case study and enabled them t understand and analyse the key issues in depth. Discussins: Effective planning fr discussins by candidates was evident. Candidates had prepared well fr the structured discussins that tk place with their assessrs, directed and led n the key areas t be cvered in line with units requirements. Plans and ntes cmpleted by candidates were als made available and further supprted candidates knwledge and understanding. Research Skills: Candidates were guided by Centres in hw t cnduct and interpret findings frm research undertaken accurately. Imprvements t candidates research skills were evident as candidates prgressed thrugh their qualificatins. Areas fr develpment that were nted in relatin t the perfrmance f candidates included the fllwing: Knwledge Candidates culd cnsider further develping their knwledge in relatin t keeping up t date with changes t Legislatin, Standards and Cdes f Practice applicable t the sectr. Sme Centres suggest candidates keep a CPD recrd f their learning activities; sme Centres als prvide infrmatin t candidates abut any updates r changes that arise in the sectr. RPL Evidence: Sme candidates are submitting RPL evidence and asking their assessrs t determine its suitability. It is imprtant that candidates are able t demnstrate the reasns why the RPL evidence may be suitable as well as shw its applicatin and relevance t specific units and assciated learning utcmes and assessment criteria i.e. by cmpleting a persnal statement. Areas fr develpment that were nted in relatin t the perfrmance f candidates cmpleting a Level 3 qualificatin included the fllwing: Hlistic Evidence: Sme candidates are missing pprtunities t maximise their evidence by fcusing the evidence they are generating n ne r tw units nly. Centres culd guide candidates with spending mre time at the beginning f their qualificatins familiarising themselves with the cntent f the units they have chsen and/r gruping units tgether that have cmmn themes. Plicies and Prcedures: Sme candidates are placing their wrk setting s plicies and prcedures in their prtflis when they are nt necessary. They can be used if they have been develped by the candidates but must remain in the wrk setting and then be signpsted n a separate recrd. Details f their cntent, their relevance t specific units and assciated learning utcmes and assessment criteria as well as their use must als be evidenced. 7

8 RPL Evidence: Sme candidates are submitting RPL evidence and asking their assessrs t determine its suitability. It is imprtant that candidates are able t demnstrate the reasns why the RPL evidence may be suitable as well as shw its applicatin and relevance t specific units and assciated learning utcmes and assessment criteria i.e. by cmpleting a persnal statement. 3 Cmments n Individual Units Mandatry Units fr Schemes 10393, 10394, Unit 1: Use and develp systems that prmte cmmunicatin LO1 Be able t address the range f cmmunicatin requirements in wn rle. LO2 Be able t imprve cmmunicatin systems and practices that supprt psitive utcmes fr individuals. LO3 Be able t imprve cmmunicatin systems t supprt partnership wrking. LO4 Be able t use systems fr effective infrmatin management. Fr LO1, AC1.2 Explain hw t supprt effective cmmunicatin within wn jb rle, candidates made clear links t their jb rles duties and respnsibilities. Fr LO2, AC2.1 Mnitr the effectiveness f cmmunicatin systems and practices and LO3, AC3.3 Prpse imprvements t cmmunicatin systems fr partnership wrking, expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve this by the assessr des nt arise. Fr LO4, AC4.1 Explain legal and ethical tensins between maintaining cnfidentiality and sharing infrmatin, candidates must address bth aspects f this assessment criterin, i.e. legal and ethical tensins. Unit 2: Prmte prfessinal develpment LO1 Understand principles f prfessinal develpment. LO2 Be able t priritise gals and targets fr wn prfessinal develpment. LO3 Be able t prepare a prfessinal develpment plan. LO4 Be able t imprve perfrmance thrugh reflective practice. Fr LO1, AC1.2 Analyse ptential barriers t prfessinal develpment, a range f barriers were included in candidates analysis. Fr LO2, LO3 and LO4 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 3: Champin equality, diversity and inclusin LO1 Understand diversity, equality and inclusin in wn area f respnsibility. LO2 Be able t champin diversity, equality and inclusin. LO3 Understand hw t develp systems and prcesses that prmte diversity, equality and inclusin. LO4 Be able t manage the risks presented when balancing individual rights and prfessinal duty f care. Fr LO1, AC1.1 Explain mdels f practice that underpin equality, diversity and inclusin in wn area f respnsibility, candidates related the research they had undertaken t specific respnsibilities they had in their jb rles. Fr LO2, AC 2.1 Prmte equality, diversity and inclusin in plicy and practice, bth aspects f this assessment criterin must be addressed i.e. plicy and practice. Fr LO3, AC3.3 Prpse imprvements t address gaps r shrtfalls in systems and prcesses, wrk prduct evidence and witness testimny can be used as supprting evidence. Fr LO4, AC4.1 Describe ethical dilemmas that may arise in wn area f respnsibility when balancing individual rights and duty f care, candidates reflected n their experiences t generate evidence twards this assessment criterin. 8

9 Unit 4: Develp health and safety and risk management plicies, prcedures and practices in health and scial care r children and yung peple s settings LO1 Understand the current legislative framewrk and rganisatinal health, safety and risk management plicies, prcedures and practices that are relevant t health, and scial care r children and yung peple s settings. LO2 Be able t implement and mnitr cmpliance with health, safety and risk management requirements in health and scial care r children and yung peple s settings. LO3 Be able t lead the implementatin f plicies, prcedures and practices t manage risk t individuals and thers in health and scial care r children and yung peple s settings. LO4 Be able t prmte a culture where needs and risks are balanced with health and safety practice in health and scial care r children and yung peple s settings. LO5 Be able t imprve health, safety and risk management plicies, prcedures and practices in health and scial care r children and yung peple s settings. Fr LO1, AC1.2 Analyse hw plicies, prcedures and practices in wn setting meet health and safety risk management requirements and LO3, AC3.1 Cntribute t develpment f plicies, prcedures and practices t identify, assess and manage risk t individuals and thers, they were a gd surce f supprting wrk prduct evidence where learners develped these prcedures. Fr LO2, AC2.2 Supprt thers t cmply with legislative and rganisatinal health, safety and risk management plicies, prcedures and practices relevant t their wrk, supprt t a range f thers must be evidenced t fully meet this assessment criterin. Fr LO4 and LO5 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 5: Wrk in partnership in health and scial care r children and yung peple s settings LO1 Understand partnership wrking. LO2 Be able t establish and maintain wrking relatinships with clleagues. LO3 Be able t establish and maintain wrking relatinships with ther prfessinals. LO4 Be able t wrk in partnership with thers. Fr LO1, AC1.2 Explain the imprtance f partnership wrking with clleagues, ther prfessinals and thers, candidates explanatins included a detailed ratinale that supprted each aspect f this assessment criterin. Fr LO2, AC2.1 Explain wn rle and respnsibilities in wrking with clleagues and LO3, AC3.1, clear examples f hw candidates jb rles and respnsibilities related t wrking with clleagues and prfessinals were prvided. Fr LO4, AC4.5 Deal cnstructively with any cnflict that may arise with thers, bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve this by the assessr des nt arise. Unit 6: Manage health and scial care practice t ensure psitive utcmes fr individuals LO1 Understand the thery and principles that underpin utcme based practice. LO2 Be able t lead practice that prmtes scial, emtinal, cultural, spiritual and intellectual well-being. LO3 Be able t lead practice that prmtes individuals health. LO4 Be able t lead inclusive prvisin that gives individuals chice and cntrl ver the utcmes they want t achieve. LO5 Be able t manage effective wrking partnerships with carers, families and significant thers t achieve psitive utcmes. 9

10 Fr LO1, AC1.1 Explain utcme based practice, candidates explanatins were based n detailed research that they had undertaken and had been linked t their practices. Fr LO2, LO3, LO4 and LO5 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 7: Safeguarding and prtectin f vulnerable adults LO1 Understand the legislatin, regulatins and plicies that underpin the prtectin f vulnerable adults. LO2 Be able t lead service prvisin that prtects vulnerable adults. LO3 Be able t manage interagency, jint r integrated wrking in rder t prtect vulnerable adults. LO4 Be able t mnitr and evaluate the systems, prcesses and practice that safeguards vulnerable adults. Fr LO1, AC1.4 Evaluate hw serius case reviews r inquiries have influenced quality assurance, regulatin and inspectin relating t the safeguarding f vulnerable adults, Centres encurage candidates t use current examples f case reviews r inquiries. Fr LO2, LO3 and LO4 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 8: Lead and manage grup living fr adults (scheme nly) LO1 Be able t develp the physical grup living envirnment t prmte psitive utcmes fr individuals. LO2 Be able t lead the planning, implementatin and review f daily living activities. LO3 Be able t prmte psitive utcmes in a grup living envirnment. LO4 Be able t manage a psitive grup living envirnment. Fr LO1, AC1.1 Review current theretical appraches t grup living prvisin fr adults, Centres tasked candidates with carrying ut sme independent research n key and current theretical appraches relevant t grup living prvisin. Observatins f candidates practices fr LO2, LO3 and LO4 can be supprted with wrk prduct evidence and witness testimny. Unit 9: Understand safeguarding f children and yung peple fr thse wrking in the adult sectr LO1 Understand the plicies, prcedures and practices fr safe wrking with children and yung peple. LO2 Understand hw t respnd t evidence r cncerns that a child r yung persn has been abused r harmed. Fr LO1 and LO2 candidates respnses must be in line with their wn wrk rles and wrk setting s plicies and prcedures. Unit 10: Lead persn centred practice LO1 Understand the thery and principles that underpin persn centred practice. LO2 Be able t lead a persn centred practice. LO3 Be able t lead the implementatin f active participatin f individuals. Fr LO1, AC1.4 Explain hw persn centred practice infrms the way in which cnsent is established with individuals, candidates explanatins included a detailed understanding f cnsent. Fr LO2, candidates practices must evidence supprt t a range f thers. Fr LO3, AC3.3 Supprt the use f risk assessments t prmte active participatin in all aspects f the lives f individuals, supprting wrk prduct evidence can be used. 10

11 Unit 11: Lead and manage a team within a health and scial care r children and yung peple s setting (schemes and 10394) LO1 Understand the features f effective team perfrmance within a health and scial care r children and yung peple s setting. LO2 Be able t supprt a psitive culture within the team fr a health and scial care r children and yung peple s setting. LO3 Be able t supprt a shared visin within the team fr a health and scial care r children and yung peple s setting. LO4 Be able t develp a plan with team members t meet agreed bjectives fr a health and scial care r children and yung peple s setting. LO5 Be able t supprt individual team members t wrk twards agreed bjectives in a health and scial care r children and yung peple s setting. LO6 Be able t manage team perfrmance in a health and scial care r children and yung peple s setting. Fr LO1, AC1.5 Analyse hw different management styles may influence utcmes f team perfrmance, candidates analysis included bth reflectins and research based tasks. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO2, LO3, LO4, LO5 and LO6. Unit 12: Develp prfessinal supervisin practice in health and scial care r children and yung peple s wrk settings LO1 Understand the purpse f prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO2 Understand hw the principles f prfessinal supervisin can be used t infrm perfrmance management in health and scial care r children and yung peple s wrk settings. LO3 Be able t undertake the preparatin fr prfessinal supervisin with supervisees in health and scial care r children and yung peple s wrk settings. LO4 Be able t prvide prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO5 Be able t manage cnflict situatins during prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO6 Be able t evaluate wn practice when cnducting prfessinal supervisin in health and scial care r children and yung peple s wrk settings. Fr LO1, AC1.3 Explain hw the requirements f legislatin, cdes f practice and agreed ways f wrking influence prfessinal supervisin, candidates explanatins evidenced all three aspects f this assessment criterin: legislatin, cdes f practice and agreed ways f wrking. Fr LO2, AC2.3 Analyse hw perfrmance indicatrs can be used t measure practice, candidates analysis reflected an in-depth understanding f perfrmance indicatrs and hw they are used. Fr LO3, AC3.1 Explain factrs which result in a pwer imbalance in prfessinal supervisin, a range f factrs must be included in candidates explanatins. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO3, LO4, LO5 and LO6. Unit 37: Undertake a research prject within services fr health and scial care r children and yung peple LO1 Be able t justify a tpic fr research within services fr health and scial care r children and yung peple. LO2 Understand hw the cmpnents f research are used. LO3 Be able t cnduct a research prject within services fr health and scial care r children and yung peple. LO4 Be able t analyse research findings. 11

12 Fr LO1, AC1.2 Develp the aims and bjectives f the research prject, bservatin f candidates practices must be the main assessment methd used t evidence this cmpetence based assessment criterin. Fr LO2, AC2.1 Critically cmpare different types f research, sme Centres devised grup and pairs activities t enable candidates t research and then debate the different types f research that exist including their purpse, use and validity. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO3 and LO4. Unit 85: Understand prfessinal management and leadership in health and scial care r children and yung peple s settings LO1 Understand theries f management and leadership and their applicatin t health and scial care r children and yung peple settings. LO2 Understand the relatinship between prfessinal management and leadership. LO3 Understand the skills f prfessinal management and leadership in health and scial care r children and yung peple s settings. LO4 Understand the impact f plicy drivers n prfessinal management and leadership in health and scial care r children and yung peple s services. Fr LO1, AC1.1 Research theries f management and leadership, candidates research included a range f theries f management and leadership that were relevant. Fr LO2, AC2.3 Describe hw cnflicts between management and leadership mdels can be addressed; it is imprtant that candidates descriptins include details f hw cnflicts can be addressed. Fr LO3, AC3.1 Analyse the skills required t be an effective manager and effective leader, candidates analysis reflected a clear differentiatin f the skills required fr bth rles. Fr LO4, AC4.1 Identify factrs that influence plicy drivers, candidates identified a range f factrs that were relevant. Additinal Mandatry Units fr Schemes and Unit 8: Lead and manage grup living fr adults is nt a mandatry unit in scheme 10394, Unit 12 Assess the individual in a health and scial care setting is included instead. Unit 8: Lead and manage grup living fr adults and Unit 11: Lead and manage a team within a health and scial care r children and yung peple s setting are nt mandatry units in scheme 10395, Unit 12 Assess the individual in a health and scial care setting is included instead. Unit 12: Assess the individual in a health and scial care setting LO1 Understand assessment prcesses. LO2 Be able t lead and cntribute t assessments. LO3 Be able t manage the utcmes f assessments. LO4 Be able t prmte thers understanding f the rle f assessment. LO5 Review and evaluate the effectiveness f assessment. Fr LO1, AC1.1 Cmpare and cntrast the range and purpse f different frms f assessment, candidates detailed bth similarities and differences f a range f frms f assessment. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO2, LO3 and LO4. Expert witness testimny prved t be f value when evidencing candidates skills in LO5. Mandatry Units fr Schemes 10396, and Unit 1: Use and develp systems that prmte cmmunicatin LO1 Be able t address the range f cmmunicatin requirements in wn rle. LO2 Be able t imprve cmmunicatin systems and practices that supprt psitive utcmes fr individuals. 12

13 LO3 Be able t imprve cmmunicatin systems t supprt partnership wrking. LO4 Be able t use systems fr effective infrmatin management. Fr LO1, AC1.2 Explain hw t supprt effective cmmunicatin within wn jb rle, candidates made clear links t their jb rles duties and respnsibilities. Fr LO2, AC2.1 Mnitr the effectiveness f cmmunicatin systems and practices and LO3, AC3.3 Prpse imprvements t cmmunicatin systems fr partnership wrking, expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve this by the assessr des nt arise. Fr LO4, AC4.1 Explain legal and ethical tensins between maintaining cnfidentiality and sharing infrmatin, bth aspects f this assessment criterin must be addressed by candidates i.e. legal and ethical tensins. Unit 2: Prmte prfessinal develpment LO1 Understand principles f prfessinal develpment. LO2 Be able t priritise gals and targets fr wn prfessinal develpment. LO3 Be able t prepare a prfessinal develpment plan. LO4 Be able t imprve perfrmance thrugh reflective practice. Fr LO1, AC1.2 Analyse ptential barriers t prfessinal develpment, a range f barriers were included in candidates analysis. Fr LO2, LO3 and LO4 bservatins f candidates practices must be the main assessment methd used, expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 3: Champin equality, diversity and inclusin LO1 Understand diversity, equality and inclusin in wn area f respnsibility. LO2 Be able t champin diversity, equality and inclusin. LO3 Understand hw t develp systems and prcesses that prmte diversity, equality and inclusin. LO4 Be able t manage the risks presented when balancing individual rights and prfessinal duty f care. Fr LO1, AC1.1 Explain mdels f practice that underpin equality, diversity and inclusin in wn area f respnsibility, candidates related the research they had undertaken t specific respnsibilities they had in their jb rles. Fr LO2, AC 2.1 Prmte equality, diversity and inclusin in plicy and practice, bth aspects f this assessment criterin must be addressed i.e. plicy and practice. Fr LO3, AC3.3 Prpse imprvements t address gaps r shrtfalls in systems and prcesses, wrk prduct evidence and witness testimny can be used as supprting evidence. Fr LO4, AC4.1 Describe ethical dilemmas that may arise in wn area f respnsibility when balancing individual rights and duty f care, candidates reflected n their experiences t generate evidence twards this assessment criterin. 13

14 Unit 4: Develp health and safety and risk management plicies, prcedures and practices in health and scial care r children and yung peple s settings LO1 Understand the current legislative framewrk and rganisatinal health, safety and risk management plicies, prcedures and practices that are relevant t health, and scial care r children and yung peple s settings. LO2 Be able t implement and mnitr cmpliance with health, safety and risk management requirements in health and scial care r children and yung peple s settings. LO3 Be able t lead the implementatin f plicies, prcedures and practices t manage risk t individuals and thers in health and scial care r children and yung peple s settings. LO4 Be able t prmte a culture where needs and risks are balanced with health and safety practice in health and scial care r children and yung peple s settings. LO5 Be able t imprve health, safety and risk management plicies, prcedures and practices in health and scial care r children and yung peple s settings. Fr LO1, AC1.2 Analyse hw plicies, prcedures and practices in wn setting meet health and safety risk management requirements and LO3, AC3.1 Cntribute t develpment f plicies, prcedures and practices t identify, assess and manage risk t individuals and thers, they were a gd surce f supprting wrk prduct evidence where learners develped these prcedures. Fr LO2, AC2.2 Supprt thers t cmply with legislative and rganisatinal health, safety and risk management plicies, prcedures and practices relevant t their wrk, supprt t a range f thers must be evidenced t meet fully this assessment criterin. Fr LO4 and LO5 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 5: Wrk in partnership in health and scial care r children and yung peple s settings LO1 Understand partnership wrking. LO2 Be able t establish and maintain wrking relatinships with clleagues. LO3 Be able t establish and maintain wrking relatinships with ther prfessinals. LO4 Be able t wrk in partnership with thers. Fr LO1, AC1.2 Explain the imprtance f partnership wrking with clleagues, ther prfessinals and thers, candidates explanatins included a detailed ratinale that supprted each aspect f this assessment criterin. Fr LO2, AC2.1 Explain wn rle and respnsibilities in wrking with clleagues and LO3, AC3.1, clear examples f hw candidates jb rles and respnsibilities related t wrking with clleagues and prfessinals were prvided. Fr LO4, AC4.5 Deal cnstructively with any cnflict that may arise with thers, bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve this by the assessr des nt arise. Unit 6: Understand children and yung persn s develpment LO1 Understand the expected pattern f develpment fr children and yung peple frm birth t 19 years. LO2 Understand the factrs that influence children and yung peple s develpment and hw these affect practice. LO3 Understand hw t mnitr children and yung peple s develpment and interventins that shuld take place if this is nt fllwing the expected pattern. LO4 Understand the imprtance f early interventin t supprt the speech, language and cmmunicatin needs f children and yung peple. LO5 Understand the ptential effects f transitins n children and yung peple s develpment. 14

15 Fr LO1, AC1.2 Explain the difference between sequence f develpment and rate f develpment and why the difference is imprtant, candidates explanatins included a clear ratinale f the differences. Fr LO2, AC 2.3 Explain hw theries f develpment and framewrks t supprt develpment influence current practice, candidates researched in detail current theries f develpment and framewrks used. Fr LO3, AC3.3 Explain hw disability may affect develpment, candidates were tasked with cnducting research arund different cnditins that may affect develpment; surces used were referenced in detail. Fr LO4, AC4.3. Explain hw play and activities are used t supprt the develpment f speech, language and cmmunicatin, sme Centres invited guest speakers t talk thrugh hw play and activities are used. Fr LO5, AC 5.1 Explain hw different types f transitins can affect children and yung peple s develpment, candidates based their explanatins n a range f transitins; sme were included within the exemplificatin. Unit 7: Lead practice that supprts psitive utcmes fr child and yung persn develpment LO1 Understand theretical appraches t child and yung persn develpment. LO2 Be able t lead and supprt develpmental assessment f children and yung peple. LO3 Be able t develp and implement prgrammes with children r yung peple requiring develpmental supprt. LO4 Be able t evaluate prgrammes fr children r yung peple requiring develpmental supprt. LO5 Be able t lead and prmte supprt fr children experiencing transitins. LO6 Be able t lead psitive behaviur supprt. Fr LO1 AC1.1 Explain different theries and framewrks f child and yung persn develpment, a range f theries and framewrks must be explained. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO2, LO3, LO4, LO5 and LO6. Unit 8: Develp and implement plicies and prcedures t supprt the safeguarding f children and yung peple LO1 Understand the impact f current legislatin that underpins the safeguarding f children and yung peple. LO2 Be able t supprt the review f plicies and prcedures fr safeguarding children and yung peple. LO3 Be able t implement plicies and prcedures fr safeguarding children and yung peple. LO4 Be able t lead practice in supprting children and yung peple s wellbeing and resilience. Fr LO1, AC1.3 Explain hw the prcesses used by wn wrk setting cmply with legislatin that cvers data prtectin, infrmatin handling and sharing, candidates explanatins were supprted with reflectins and wrk prduct evidence. Fr LO2, AC2.5 Liaise with different rganisatins as part f the develpment r review prcess f plicies and prcedures fr safeguarding children and yung peple, candidates were able t evidence their skills in liaising with a range f different rganisatins. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO2, LO3 and LO4. Unit 9: Lead and manage grup living fr children (schemes and nly) LO1 Understand the legal, plicy, rights and theretical framewrk fr grup living fr children and yung peple. LO2 Be able t lead the planning, implementatin and review f daily living activities fr children and yung peple. LO3 Be able t prmte psitive utcmes in a grup living envirnment. LO4 Be able t manage a psitive grup living envirnment. 15

16 LO5 Be able t safeguard children and yung peple in a grup living envirnment. Unit 10: Lead and manage a team within a health and scial care r children and yung peple s setting (schemes and nly) LO1 Understand the features f effective team perfrmance within a health and scial care r children and yung peple s setting. LO2 Be able t supprt a psitive culture within the team fr a health and scial care r children and yung peple s setting. LO3 Be able t supprt a shared visin within the team fr a health and scial care r children and yung peple s setting. LO4 Be able t develp a plan with team members t meet agreed bjectives fr a health and scial care r children and yung peple s setting. LO5 Be able t supprt individual team members t wrk twards agreed bjectives in a health and scial care r children and yung peple s setting. LO6 Be able t manage team perfrmance in a health and scial care r children and yung peple s setting. Fr LO1, AC1.5 Analyse hw different management styles may influence utcmes f team perfrmance, candidates analysis included bth reflectins and research based tasks. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO2, LO3, LO4, LO5 and LO6. Unit 11: Develp prfessinal supervisin practice in health and scial care r children and yung peple s wrk settings (schemes and nly) LO1 Understand the purpse f prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO2 Understand hw the principles f prfessinal supervisin can be used t infrm perfrmance management in health and scial care r children and yung peple s wrk settings. LO3 Be able t undertake the preparatin fr prfessinal supervisin with supervisees in health and scial care r children and yung peple s wrk settings. LO4 Be able t prvide prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO5 Be able t manage cnflict situatins during prfessinal supervisin in health and scial care r children and yung peple s wrk settings. LO6 Be able t evaluate wn practice when cnducting prfessinal supervisin in health and scial care r children and yung peple s wrk settings. Fr LO1, AC1.3 Explain hw the requirements f legislatin, cdes f practice and agreed ways f wrking influence prfessinal supervisin, candidates explanatins evidenced all three aspects f this assessment criterin: legislatin, cdes f practice and agreed ways f wrking. Fr LO2, AC2.3 Analyse hw perfrmance indicatrs can be used t measure practice, candidates analysis reflected an in-depth understanding f perfrmance indicatrs and hw they are used. Fr LO3, AC3.1 Explain factrs which result in a pwer imbalance in prfessinal supervisin, a range f factrs must be included in candidates explanatins. Observatins f learners practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO3, LO4, LO5 and LO6. Unit 12: Lead practice in prmting the well-being and resilience f children and yung peple LO1 Understand hw different appraches t prmting psitive wellbeing and resilience in children and yung peple impact n practice. LO2 Be able t lead practice in supprting children and yung peple s wellbeing and resilience. LO3 Be able t lead practice in wrk with carers wh are supprting children and yung peple. 16

17 LO4 Be able t lead practice in respnding t the health needs f children and yung peple. LO5 Be able t lead the develpment f practice with children r yung peple t prmte their wellbeing and resilience. Fr LO1, AC1.1 Explain the imprtance f wellbeing fr children and yung peple and AC1.2 Explain the imprtance f resilience fr children and yung peple, candidates explanatins included a clear differentiatin f the imprtance f the terms well-being and resilience. Fr LO2, LO3, LO4 and LO5 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Unit 37: Undertake a research prject within services fr health and scial care r children and yung peple LO1 Be able t justify a tpic fr research within services fr health and scial care r children and yung peple. LO2 Understand hw the cmpnents f research are used. LO3 Be able t cnduct a research prject within services fr health and scial care r children and yung peple. LO4 Be able t analyse research findings. Fr LO1, AC1.2 Develp the aims and bjectives f the research prject, bservatin f candidates practices must be the main assessment methd used t evidence this cmpetence based assessment criterin. Fr LO2, AC2.1 Critically cmpare different types f research, sme Centres devised grup and pairs activities t enable candidates t research and then debate the different types f research that exist including their purpse, use and validity. Observatins f candidates practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO3 and LO4. Optinal Units fr Schemes 10393, 10394, 10395, 10396, and Unit: Understand partnership wrking LO1 Understand partnership wrking. Fr LO1, AC1.3 Analyse hw partnership wrking delivers better utcmes and AC1.4 Explain hw t vercme barriers t partnership wrking, reflectins and case scenaris prved t be gd surces f evidence fr bth these assessment criteria. Unit: Develp, maintain and use recrds and reprts LO1 Understand the legal and rganisatinal requirements fr recrding infrmatin and prviding reprts. LO2 Be able t prepare prfessinal recrds and reprts that meet legal requirements, and agreed ways f wrking. LO3 Be able t use recrds and reprts t infrm judgements and decisins. Fr LO1, AC1.1 Specify wn respnsibilities and thse f thers when recrding infrmatin and prducing reprts, candidates reflected a very gd understanding f wn respnsibilities and thse f thers within the remit f different jb rles. Observatins f candidates practices fr the cmpetence based assessment criteria within LO2 and LO3 was supprted with wrk prduct evidence and witness testimny. 17

18 Mandatry Units fr Scheme Unit 1: Understand children and yung peple s develpment in residential childcare LO1 Understand the expected pattern f develpment fr children and yung peple frm birth t 19 years. LO2 Understand the factrs that influence children and yung peple s develpment and hw these affect practice. LO3 Understand the cycle f mnitring, assessment and interventin fr children and yung peple s develpment. LO4 Understand the imprtance f early interventin t supprt develpment needs f children and yung peple. LO5 Understand the effects f transitins n children and yung peple s develpment. Fr LO1, AC1.2 Explain the difference between sequence f develpment and rate f develpment, candidates explanatins included a clear ratinale f the differences. Fr LO2, AC 2.3 Explain hw theries f develpment and framewrks t supprt develpment influence current practice in a residential care setting, candidates researched in detail current theries f develpment and framewrks used that were relevant t residential care settings. Fr LO3, AC3.1 Explain hw t mnitr children and yung peple s develpment using different methds, a range f methds must be explained. Fr LO4, AC4.1 Explain the imprtance f early identificatin f develpment issues, candidates cmpleted research tasks and activities set by Centres in detail. Fr LO5, AC 5.1 Explain hw times f transitins can affect children and yung peple s develpment, candidates based their explanatins n a range f transitins; sme were included within the exemplificatin. Unit 2: Understand supprt fr children and yung peple wh are vulnerable and disadvantaged LO1 Understand factrs that impact n utcmes and life chances f children and yung peple. LO2 Understand hw pverty and disadvantage can affect children and yung peple s develpment. LO3 Understand the strategic and plicy cntext fr imprving utcmes fr children and yung peple. LO4 Understand partnership wrking t imprve utcmes fr children and yung peple wh are experiencing pverty and disadvantage. LO5 Understand the rle f the practitiner in supprting children and yung peple wh are vulnerable and experiencing pverty and disadvantage. Fr LO1, AC1.2 Describe hw factrs impact n utcmes and life chances fr children and yung peple, a range f factrs must be evidenced. Explanatins fr LO2, AC2.1 Explain what is meant by disadvantage and vulnerability in relatin t children and yung peple, differentiated between the terms disadvantage and vulnerability. Research activities and case scenaris were used t supprt candidates t evidence their knwledge f the assessment criteria within LO3, LO4 and LO5. 18

19 Unit 3: Lead and manage a team within a residential childcare setting LO1 Understand the cncepts f management and leadership. LO2 Understand the features f effective team perfrmance within residential childcare. LO3 Be able t lead the develpment f a psitive rganisatinal culture. LO4 Be able t develp a plan with team members t meet agreed bjectives. LO5 Be able t supprt individual team members t wrk twards agreed bjectives. LO6 Be able t manage perfrmance. LO7 Understand hw t lead a team thrugh change. Fr LO1, AC1.2 Analyse theretical mdels f leadership styles and AC1.3 Analyse theretical mdels f management styles, candidates analysis included a range f mdels f leadership and management styles that were relevant. Fr LO2, AC2.5 Analyse methds fr cnflict reslutin within a team; it is imprtant that candidates analyse methds fr reslving cnflicts. Fr LO3, LO4, LO5 and LO6 bservatins f candidates practices must be the main assessment methd used; expert witness testimny can be a gd surce f evidence if a natural pprtunity t bserve these assessment criteria by the assessr des nt arise. Fr LO7, AC7.2 Cmpare theries f change management, a range f theries must be cmpared. Unit 4: Lead practice t supprt the safeguarding and prtectin f children and yung peple in residential childcare LO1 Understand the impact f current legislatin fr the safeguarding f children and yung peple. LO2 Be able t participate in lcal netwrks t safeguard children and yung peple. LO3 Be able t lead practice that minimises the risk f ptential, actual and alleged harm by team members. LO4 Be able t lead practice that minimises the risk f harm and abuse in the care setting. LO5 Be able t implement plicies and prcedures fr safeguarding children and yung peple. LO6 Understand situatins that present high risk f harm fr children and yung peple. LO7 Understand appraches that address child sexual explitatin. LO8 Be able t review plicies and prcedures fr safeguarding children and yung peple in residential childcare. Fr LO1, AC1.1 Explain the current legislative framewrk that underpins the safeguarding f children and yung peple, examples f current legislatin are required. Fr LO2, LO3, LO4, LO5 and LO8, bservatins f candidates practices must be the main assessment methd used. Research based activities supprted candidates evidence generatin twards LO6 and LO7. Unit 5: Lead practice fr cmmunicatin and infrmatin management in residential childcare settings LO1 Understand the theretical cntext f cmmunicatin in residential childcare settings. LO2 Be able t develp team members knwledge and skills t supprt cmmunicatin with children and yung peple. LO3 Be able t supprt team members in addressing specific cmmunicatin needs f children and yung peple. LO4 Be able t develp practices that supprt children and yung peple t cmmunicate penly in the wrk setting. LO5 Understand appraches t cnflict management. LO6 Be able t develp cmmunicatin t supprt prfessinal netwrks and teams. LO7 Be able t manage systems fr effective infrmatin management. Fr LO1, AC1.1 Cmpare theretical mdels f cmmunicatin relevant t residential childcare settings, research based activities need t fcus n mdels f cmmunicatin ; their relevance t residential childcare settings must als be made clear. Fr LO2, LO3 and LO4 training and supervisin f persnnel can generate sme gd evidence twards the cmpetence based assessment criteria cntained within these LOs. Case scenaris and reflectins culd supprt the knwledge based assessment criteria cntained within the Be able t LOs 6 and 7. 19

20 Unit 6: Manage risk in residential childcare LO1 Understand the legal, ethical and theretical cntext fr health, safety and risk management in residential childcare settings. LO2 Be able t establish a culture where risks and benefits are balanced t achieve psitive utcmes fr children and yung peple. LO3 Be able t lead implementatin f risk management prcedures. LO4 Be able t review health, safety and risk management plicies, prcedures and practices. Fr LO1, AC1.1 Explain key pints f the legislative framewrk fr health, safety and risk management in residential childcare settings, candidates detailed the key pints in their explanatins f hw legislatin that exists relates t health, safety and risk management. Fr LO2 and LO3, candidates must demnstrate hw they are able t supprt a range f thers. Observatin is the required assessment methd fr the cmpetence based assessment criteria fr LO4. Unit 7: Lead and manage grup living in residential childcare LO1 Understand current theretical framewrks fr grup living fr children and yung peple. LO2 Understand the current legal, plicy and rights framewrks fr children and yung peple in grup living. LO3 Be able t supprt psitive utcmes in a grup living envirnment. LO4 Be able t lead the planning, implementatin and review f grup living activities fr children and yung peple. LO5 Be able t manage wrk schedules and patterns t maintain a psitive envirnment fr grup living. Fr LO1, AC1.1 Summarise theretical appraches t grup living fr children and yung peple in residential childcare and AC1.2 Summarise theries abut hw the physical envirnment can supprt well-being in a grup setting, candidates will need t base their summaries n research that they have undertaken in relatin t grup living with children and yung peple. Fr LO3, AC3.1 Analyse hw grup living can supprt psitive utcmes fr children and yung peple, case scenaris culd be a gd surce f evidence fr this assessment criterin. The evidence generated by candidates fr the assessment criteria cntained within LO4 must fcus n planning, implementing and reviewing activities with children and yung peple. Expert witness testimny and wrk prduct evidence culd prvide additinal evidence t supprt the cmpetence based assessment criteria within LO5. Unit 8: Lead a service that can supprt children r yung peple wh have experienced harm r abuse LO1 Understand rles and respnsibilities when supprting children r yung peple wh have experienced harm r abuse. LO2 Be able t prepare team members t respnd t disclsure r detectin f harm and abuse. LO3 Understand hw t prvide a service that addresses bth the safety and the wellbeing f children and yung peple wh have experienced harm r abuse. LO4 Be able t supprt team members t wrk with challenges relating t harm r abuse. Fr LO1, AC1.1 Explain rles and respnsibilities within the rganisatin in relatin t children r yung peple wh have experienced harm r abuse and AC1.2 Explain the rles and respnsibilities f ther agencies in the lcal netwrks with regard t children r yung peple wh have experienced harm r abuse; candidates knwledge must be relevant t their wn wrk settings and include explanatins f the rles and respnsibilities within their wn rganisatins and within thse f external agencies. Fr LO2 and LO4 expert witness testimny can be used if infrmatin is t sensitive t be shared thrugh bservatins by candidates assessrs. Fr LO3, AC3.1 Research surces f infrmatin and guidance abut best practice in supprting a child r yung persn wh has experienced harm r abuse, a range f surces f infrmatin and guidance must be used. 20

21 Unit 9: Lead practice t achieve psitive utcmes fr children and yung peple in residential childcare LO1 Understand psitive utcmes fr children and yung peple in residential childcare. LO2 Be able t lead practice that puts children r yung peple at the centre. LO3 Be able t lead engagement with families t benefit children r yung peple. LO4 Be able t lead practice that addresses the health needs f children r yung peple. LO5 Be able t lead practice that supprts children r yung peple t learn. LO6 Be able t lead practice that supprts children r yung peple t enjy their leisure time. LO7 Be able t lead practice that prmtes participatin in the cmmunity. LO8 Be able t lead cntinuus imprvement t practice. Fr LO1, AC1.1 Explain psitive utcmes fr children and yung peple that residential childcare services aim t achieve, candidates based their explanatins n legal and rganisatinal requirements. Fr LO2, LO3, LO4, LO5, LO6, LO7 and LO8, persn-centred appraches t wrking with children, yung peple and their families must be central t candidates bserved practices. Unit 10: Implement a Psitive Relatinship Plicy in residential childcare LO1 Understand the intercnnectin between relatinships and behaviur. LO2 Be able t develp a psitive relatinship plicy that prmtes gd behaviur and psitive utcmes fr children and yung peple. LO3 Be able t establish systems t implement the psitive relatinship plicy. LO4 Be able t equip team members t implement the psitive relatinship plicy LO5 Be able t review a Psitive Relatinship Plicy. LO6 Understand the cntext fr use f physical interventin and restraint. Fr LO1, AC1.4 Cmpare the impact n relatinships f restrative appraches and ther respnses t scially unacceptable behaviur, candidates researched a range f appraches and respnses t scially unacceptable behaviur, including lcal and natinal initiatives. Observatins f candidates practices fr LO2, LO3, LO4 and LO5 culd be supprted with wrk prduct evidence and witness testimny. Fr LO6, AC6.1 Explain principles fr the use f physical interventin and restraint with children and yung peple in residential childcare, candidates explanatins fcused n current definitins f the terms physical interventin and restraint. Unit 11: Lead practice t supprt the well-being and resilience f children and yung peple in residential childcare LO1 Understand well-being and resilience in children and yung peple in residential childcare. LO2 Understand supprt fr well-being and resilience. LO3 Be able t lead practice that supprts children and yung peple s well-being and resilience. LO4 Be able t imprve practice in prmting the well-being and resilience f children and yung peple. Fr LO1, AC1.1 Explain the cncepts and elements f a) well-being b) resilience, candidates explained the meaning f bth terms in detail and in line with current knwledge. Fr LO2, AC2.2 Explain the imprtance f hmeliness, friendship and fun in the childcare setting, all three aspects f this assessment criterin must be evidenced i.e. hmeliness, friendship and fun. Fr LO3 and LO4, a range f thers must be evidenced. 21

22 Unit 12: Lead practice in safe use f digital, internet and mbile technlgy with children and yung peple LO1 Understand the uses f technlgy by children and yung peple in sciety. LO2 Understand benefits and risks fr children and yung peple when using digital, internet and mbile technlgy. LO3 Be able t supprt safe use f digital, internet and mbile technlgy by children and yung peple. LO4 Be able t address risks t team members assciated with use f digital, internet and mbile technlgy. Fr AC1.1 Identify digital, internet and mbile technlgy used in sciety, candidates culd cnduct sme independent research f the meaning f each f these terms; this knwledge will then be used by candidates as the basis f evidencing their knwledge and skills acrss LO1 and LO2. LO3 and LO4 cntain cmpetence based assessment criteria that must be bserved. Unit 13: Undertake prfessinal develpment in residential childcare settings LO1 Understand principles f prfessinal develpment. LO2 Understand hw persnal attributes and experiences can be used in prfessinal develpment. LO3 Be able t priritise gals and targets fr wn prfessinal develpment. LO4 Be able t prepare a prfessinal develpment plan. LO5 Be able t imprve perfrmance thrugh reflective practice. Fr LO1, AC1.3 Cmpare the use f different surces and systems f supprt fr prfessinal develpment, a range f different surces and systems f supprt must be included. Fr LO2, AC2.1 Analyse hw wn values, resilience, emtinal intelligence and life experiences influence wn prfessinal practice, all aspects f this assessment criterin must be evidenced. Fr LO3, LO4 and LO5 the cmpetence based assessment criteria must be bserved by the candidate s assessr r line manager wh culd act as an expert witness. Unit 14: Lead practice t prmte the rights, diversity and equality f children and yung peple in residential childcare LO1 Understand the legislative framewrks fr children and yung peple s rights LO2 Be able t develp plicies and prcedures that prmte the rights f children and yung peple. LO3 Understand anti-discriminatry practice with children and yung peple. LO4 Be able t lead anti-discriminatry practice. LO5 Be able t lead practice that supprts the right f children and yung peple t raise cncerns and make cmplaints. LO6 Be able t lead cntinuus imprvement t practice t prmte the rights f children and yung peple. Fr LO1 and LO3, candidates used research based activities t evidence their knwledge. Observatins f candidates practices fr LO2, LO4, LO5 and LO6 culd be supprted with wrk prduct evidence. Unit 15: Lead netwrks and multi-agency wrk t benefit children and yung peple in residential childcare LO1 Understand the rle f netwrks and multi-agency wrk in supprting psitive utcmes fr children and yung peple in residential childcare. LO2 Understand the lcal netwrk fr children and yung peple s services. LO3 Be able t build a multiagency team arund a child r yung persn. LO4 Be able t participate in the wrk f a multi-agency team built arund a child r yung persn. LO5 Be able t cntinuusly imprve multi-agency wrk. 22

23 The evidence generated by candidates cntained within the knwledge and cmpetence based assessment criteria f LO1, LO2, LO3, LO4 and LO5 must fcus n hw t wrk in partnership with a range f agencies. Optinal Units Unit 16: Understand the care system and its impact n children and yung peple LO1 Understand the prcess by which a child r yung persn cmes int care. LO2 Understand the entitlements f children and yung peple in care. LO3 Understand the cntext f residential services fr children and yung peple in care. LO4 Understand the impact f residential child care services n children and yung peple. LO5 Understand hw t supprt a psitive experience f care services fr children and yung peple. LO6 Understand planning framewrks fr children and yung peple in residential childcare. Fr LO1, AC1.2 Summarise the legal prcess by which children and yung peple becme lked after and LO2, AC2.1 Explain the legal and statutry entitlements f children and yung peple in care, Centres will need t guide candidates with cnducting sme independent research. Fr LO3, AC3.2 Summarise legislative and plicy framewrks underpinning care fr lked after children and yung peple, lcal and natinal plicy framewrks culd be addressed by candidates. Fr LO4, AC4.1 Describe hw being in care presents additinal challenges fr children and yung peple, the exemplificatin guidance in relatin t challenges is a useful guide fr this assessment criterin. Fr LO5, AC5.3 Describe activities and appraches that enable children and yung peple t have a psitive experience f the care setting, reflectins f candidates experiences culd prve a valuable surce f evidence. Fr LO6, AC6.1 Describe the purpse and features f plans required fr children and yung peple in residential childcare, the exemplificatin guidance in relatin t plans is a useful guide fr this assessment criterin. Unit 23: Undertake a research prject within services fr health and scial care r children and yung peple LO1 Be able t justify a tpic fr research within services fr health and scial care r children and yung peple. LO2 Understand hw the cmpnents f research are used. LO3 Be able t cnduct a research prject within services fr health and scial care r children and yung peple. LO4 Be able t analyse research findings. Fr LO1, AC1.2 Develp the aims and bjectives f the research prject, bservatin f candidates practices must be the main assessment methd used t evidence this cmpetence based assessment criterin. Fr LO2, AC2.1 Critically cmpare different types f research, sme Centres devised grup and pairs activities t enable learners t research and then debate the different types f research that exist including their purpse, use and validity. Observatins f learners practices must be the main assessment methd used fr the cmpetence based assessment criteria included within LO3 and LO4. 23

24 4 Sectr Update The fllwing updates have arisen in the health and scial care sectr: Octber 2014 NHS Five Year Frward View A Reprt A reprt that details the changes that are needed in the NHS between 2015 and 2020 and hw t achieve them s as t ensure that the NHS is able t cntinue t prvide high quality, safe and effective care. The reprt was develped by NHS England, Public Health England, Mnitr, Health Educatin England, the Care Quality Cmmissin and the NHS Trust Develpment Authrity. A cpy f the reprt can be accessed frm the fllwing link: Nvember 2014 Supprting scial care emplyers t prevent and manage abuse twards staff A reprt The reprt aims t supprt emplyers prevent and manage abuse twards staff. It ffers a number f clear recmmendatins t encurage emplyers t ensure they have the fllwing: Clear systems fr reprting and recrding incidents, which are well publicised t staff and mnitred regularly. Practical help when an incident ccurs frm time ut r a break t recver, t cunselling and further training. Develped and implemented plicies n abuse and vilence at wrk. Structured and sustained learning and develpment prgrammes especially fr thse wrking with peple with autism, peple with dementia and peple with a learning disability. Effective management supprt and supervisin. A cpy f the reprt can be accessed frm the fllwing link: Nvember 2014 Child Prtectin Infrmatin Sharing (CP-IS) Prject The Reprt f the Children and Yung Peple s Health Outcmes Frum published in July 2012 highlighted that prfessinals wh wrk in different care settings need t imprve their cmmunicatin with ne anther in relatin t child prtectin issues and have immediate access t child prtectin infrmatin. The CP-IS prject went live acrss England in Nvember Its aim is t cnnect lcal authrities child prtectin scial care IT systems with thse used by staff in NHS unscheduled care settings such as emergency departments, ut f hurs GP services, walk-in-centres, paediatric wards, maternity wards, minr injury units and ambulance services. Infrmatin sharing fcuses n thse children wh have a child prtectin plan, wh have lked-after child status and pregnant wmen whse unbrn child has a pre-birth child prtectin plan. 24

25 Additinal infrmatin abut the CP-IS prject is available frm the Health & Scial Care Infrmatin Centre (hscic) and can be accessed frm the fllwing link: January 2015 Cde f practice: Mental Health Act 1983 The revised cde f practice guides prfessinals hw t carry ut their rles and respnsibilities under the Mental Health Act 1983, t ensure that all individuals receive high quality and safe care and als prvides guidance t individuals, their families and carers n their rights. The cde f practice is effective frm 1 April It has been prepared in accrdance with sectin 118 f the Mental Health Act The revised cde aims t prvide strnger prtectin fr individuals wh have mental health cnditins and clarify rles, rights and respnsibilities. This includes invlving the individual and, where apprpriate, their families and carers in discussins abut the individual s care at every stage, prviding persnalised care, minimising the use f inapprpriate blanket restrictins, restrictive interventins and the use f plice cells as places f safety. The main changes t the cde include: 5 new guiding principles; new chapters n care planning, human rights, equality and health inequalities; cnsideratin f when t use the Mental Health Act and when t use the Mental Capacity Act 2005 and Deprivatin f Liberty Safeguards and infrmatin t supprt victims; new sectins n physical health care, blanket restrictins, duties t supprt patients with dementia and immigratin detainees; significantly updated chapters n the apprpriate use f restrictive interventins, particularly seclusin and lng-term segregatin, plice pwers and places f safety; further guidance n hw t supprt children and yung peple, thse with a learning disability r autism. A cpy f the revised cde f practice can be accessed frm the fllwing link: e_f_practice.pdf February 2015 Prime Minister's Challenge n Dementia 2020 This dcument It sets ut what the Gvernment wants t see in place by 2020 in rder fr England t be: the best cuntry in the wrld fr dementia care and supprt and fr peple with dementia, their carers and families t live and the best place in the wrld t undertake research int dementia and ther neurdegenerative diseases. It als highlights the prgress t date n imprving dementia care, supprt and research. A cpy f the reprt can be accessed frm the fllwing link: 25

26 March 2015 N vice unheard, n right ignred A Cnsultatin The cnsultatin N vice unheard, n right ignred was aimed at peple with learning disabilities, autism and mental health cnditins. It pened in March 2015 and clsed in May It explres ptins n issues such as hw peple can: be supprted t live independently, as part f a cmmunity, be assured that their views will be listened t, challenge decisins abut them and abut their care, exercise cntrl ver the supprt they receive with a Persnal Health Budget, expect that different health and lcal services will rganise themselves arund their needs and knw that prfessinals are lking ut fr their physical health needs as well as their mental health needs. The dcument als explres views n a number f issues relating t the Mental Health Act which were raised during the recent cnsultatin n the revised Mental Health Act Cde f Practice. A cpy f the dcument can be accessed frm the fllwing link: Wrking tgether t safeguard children (2015) The Department fr Educatin published an updated versin (the previus versin being published in 2013) f the key statutry guidance fr anyne wrking with children in England in March It sets ut hw rganisatins and individuals shuld wrk tgether and hw practitiners shuld cnduct the assessment f children. It includes changes arund three main areas: the referral f allegatins against thse wh wrk with children, the clarificatin f requirements n lcal authrities t ntify serius incidents and a definitin f serius harm fr the purpses f serius case reviews. Additinal infrmatin abut Wrking tgether t safeguard children (2015) is available frm: Tgether_t_Safeguard_Children.pdf Children s Hmes Regulatins 2015 These Regulatins revke and replace the Children's Hmes Regulatins The Regulatins prescribe nine Quality Standards that must be met by children s hmes: 1 The quality and purpse f care standard (see regulatin 6) 2 The children s views, wishes and feelings standard (see regulatin 7) 3 The educatin standard (see regulatin 8) 4 The enjyment and achievement standard (see regulatin 9) 5 The health and well-being standard (see regulatin 10) 6 The psitive relatinships standard (see regulatin 11) 7 The prtectin f children standard (see regulatin 12) 8 The leadership and management standard (see regulatin 13) 9 The care planning standard (see regulatin 14) The main settings that are subject t the Regulatins are: Children s hmes, Children s hmes that prvide shrt break care, Secure children s hmes and Residential special schls r barding schls that accmmdate children fr mre than 295 days per year. 26

27 A Guide that prvides further explanatin and infrmatin abut the regulatins and the quality standards fr children s hmes, fr everyne prviding residential childcare can be accessed frm: the_children_s_hmes_regulatins_including_the_quality_standards.pdf Tackling child sexual explitatin a reprt This reprt sets ut hw the gvernment is dealing with child sexual explitatin and respnding t the failures that were identified by Prfessr Alexis Jay and Luise Casey in their recent reviews int child sexual explitatin in Rtherham. The reprt includes a cmprehensive and targeted set f actins fr all parts f the system including healthcare, scial care, educatin, law enfrcement and criminal justice agencies t: strengthen accuntability and leadership in prfessins and lcal gvernment; address the culture f inactin and denial that led t victims being dismissed and ignred; imprve jint wrking and infrmatin sharing s that agencies intervene early; strengthen the prtectin f children wh are at risk; reinfrce law enfrcement effrts t stp ffenders; prvide greater supprt fr victims and survivrs. The reprt can be accessed frm the fllwing link: RtherhamRespnse_acc2.pdf April 2015 Stand by Me - New Online Resurce t Imprve Cmmunicatin and Care fr Peple Living with Dementia Stand by Me is a free e-learning resurce that has been develped by Skills fr Health, the University f Wrcester Assciatin fr Dementia Studies and key partners, with funding frm the Department f Health. Its aim is t enable health and scial care practitiners wh wrk in different settings t deliver high quality, persn-centred care t individuals living with dementia and their families. Additinal infrmatin abut the curse can be accessed frm the fllwing link: The Care Certificate The Care Certificate has been launched fr all healthcare assistants and scial care supprt wrkers. The Care Certificate sets ut the basic skills, knwledge and behaviurs that are required t prvide individuals with safe, effective and cmpassinate care. It cnsists f 15 standards: 1 Understand yur rle 2 Yur persnal develpment 3 Duty f care 4 Equality and Diversity 27

28 5 Wrk in a persn centred way 6 Cmmunicatin 7 Privacy and dignity 8 Fluids and nutritin 9 Awareness f mental health, dementia and learning disability 10 Safeguarding adults 11 Safeguarding children 12 Basic life supprt 13 Health and safety 14 Handling infrmatin 15 Infectin preventin and cntrl Further infrmatin abut the Care Certificate is available frm the fllwing link: Care Imprvement Wrks New service frm Skills fr Care and SCIE Skills fr Care the Scial Care institute fr Excellence (SCIE) have launched an nline resurce fr Managers f care services fr adults called Care Imprvement Wrks. All the resurces n Care Imprvement Wrks are mapped t the Care Quality Cmmissin s five questins and key lines f enquiry (KLOEs): Are they safe? Are they effective? Are they caring? Are they respnsive? Are they well-led? The Care Imprvement Wrks resurce can be accessed frm the fllwing link: July 2015 Transfrming care fr peple with learning disabilities A reprt The Transfrming Care Delivery Bard, cmprising NHS England, the Lcal Gvernment Assciatin (LGA), the Assciatin f Directrs f Adult Scial Services (ADASS), the Care Quality Cmmissin (CQC), Health Educatin England (HEE) and the Department f Health has published a prgress reprt n the steps taken twards imprving services fr peple with learning disabilities. A cpy f the reprt can be accessed frm the fllwing link: Additinal infrmatin abut these qualificatins is available frm OCR s website and includes Key Dcuments, Ntices t Centres, Chief Verifier Annual Reprts, Recrding Frms, Units, Teaching and Learning Resurces: Fr scheme visit: Fr scheme visit: 28

29 Fr scheme visit: s-services-children-andyung-peple s-residential-management-england-level-5-diplma-09621/ Fr scheme visit: s-services-children-andyung-peple s-management-england-level-5-diplma-09622/ Fr scheme visit: s-services-children-andyung-peple s-advanced-practice-england-level-5-diplma-09623/ Fr scheme visit: leadership-fr-health-and-scial-care-and-children-and-yung-peple s-services-adults - residential-management-england-level-5-diplma-09624/ Fr scheme visit: leadership-fr-health-and-scial-care-and-children-and-yung-peple s-services-adults - management-england-level-5-diplma-09625/ Fr scheme visit: leadership-fr-health-and-scial-care-and-children-and-yung-peple s-services-adults - advanced-practice-england-level-5-diplma-09626/ Fr scheme visit: Fr scheme visit: Fr scheme visit: Fr scheme visit: Fr scheme visit: Fr scheme visit: Fr scheme visit: 29

30 OCR (Oxfrd Cambridge and RSA Examinatins) 1 Hills Rad Cambridge CB1 2EU OCR Custmer Cntact Centre Skills and Emplyment Telephne: Fax: vcatinal.qualificatins@cr.rg.uk Fr staff training purpses and as part f ur quality assurance prgramme yur call may be recrded r mnitred Oxfrd Cambridge and RSA Examinatins is a Cmpany Limited by Guarantee Registered in England Registered Office; 1 Hills Rad, Cambridge, CB1 2EU Registered Cmpany Number: OCR is an exempt Charity OCR (Oxfrd Cambridge and RSA Examinatins) Head ffice Telephne: Facsimile: OCR 2015