Higher Apprenticeship in Care Leadership and Management - Level 5 (England)

Transcription

1 Higher Apprenticeship in Care Leadership and Management - Level 5 (England) IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 22 AUGUST 2017 Modifications to SASE came into effect on 22 August Accordingly, SASE publication DFE applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August For more details of the changes please read the following preface page to the framework document. Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr04182 Issue date: 12 December 2017 Issued by Skills for Care & Development

2 Modifications to SASE came into effect on 22 August Accordingly, SASE publication DFE applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August The modifications allow for an exemption to the English and Maths regular minimum requirements for people with Special Educational Needs, Learning Difficulties or Disabilities. This means that adjusting the minimum requirements to Entry Level 3 in English and Maths can be considered by the provider, on an individual and case-by-case basis, where all of the conditions of the updated SASE section 18 (Intermediate level) or section 37 (Advanced level) for have been satisfied and can be evidenced. Full details relating to the exceptions eligibility criteria are contained in: Sections of SASE for Intermediate Level Apprenticeships Sections of SASE for Advanced Level Apprenticeships When applying this exemption, providers must STILL consider how to enable the Apprentice to access further literacy and numeracy development including Level 1 and Level 2 courses as part of their overall training provision. The modifications to SASE have also extended the list of qualifications that meet the minimum English requirements to allow for a British Sign Language (BSL) qualification, at the appropriate level, to be accepted as an alternative to a qualification in English, where BSL is the primary language of the Apprentice. Full details relating to BSL acceptance are contained in: Section 5(f) of SASE for Intermediate Level Apprenticeships Section 28(f) of SASE for Advanced Level Apprenticeships Furthermore, the SASE modifications have further extended the list of qualifications that meet the minimum English and Maths requirements to allow for the acceptance of a range of UK-wide qualifications, as an alternative to qualifications gained in England. Full details relating to the list of acceptable qualifications are contained in: Sections 5(g-j) and 6(f-i) of SASE for Intermediate Level Apprenticeships Sections 28(g-j) and 29(f-i) of SASE for Advanced Level Apprenticeships The modifications include reference to the new numerical grades in the reformed GCSE system and the minimum grade requirements. A grade 4 (new grading) will be considered equivalent to a grade C (old grading). A grade 2 (new grading) will be considered equivalent to a Grade E (old grading). Full details relating to the numerically graded GCSEs are contained in: Sections 5 and 6 of SASE for Intermediate Level Apprenticeships Sections 28 and 29 of SASE for Advanced Level Apprenticeships Please note that some frameworks may have English and Maths grade/level requirements that are above the SASE regular minimum requirements. The exceptions relating to the use of British Sign Language or Entry Level 3 qualifications, detailed above, do not apply to industry-specific minimum entry requirements. Please check specific framework documents to ascertain where this is the case and/or check directly with the Issuing Authority responsible for the framework. The updated version of SASE, and guidance documents, can be accessed here:

3 Higher Apprenticeship in Care Leadership and Management - Level 5 (England)

4 Framework summary Higher Apprenticeship in Care Leadership and Management - Level 5 Higher Apprenticeship in Care Leadership and Management (Adult Social Care) This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 5 include: Pathway 1: General Adult Social Care Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 2: Specialist Adult Social Care Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Dementia Care) B2 - Higher Diploma: Professional Practice in Leading and Managing Care Services (End of Life Care) B3 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Business, Quality and Service Improvement) B4 - Professional Diploma in Care Leadership and Management (Business Development and Enterprise) B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities) B6 - Diploma in Professional Practice in Social Care (Business & Enterprise) B7 - Diploma in Professional Practice in Social Care (Dementia) B8 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Mental Health) This pathway also contains information on: Employee rights and responsibilities Functional skills

5 Framework information Information on the Issuing Authority for this framework: Skills for Care & Development The Apprenticeship sector for occupations in social care and the care of children and young people. Issue number: 18 Framework ID: FR04182 This framework includes: Level 5 Date this framework is to be reviewed by: 31/08/2018 This framework is for use in: England Short description A level 5 framework developed for the Adult Social Care sector in England only. This framework has two pathways: Pathway 1: Higher Apprenticeship in General Adult Social Care Pathway 2: Higher Apprenticeship in Specialist Adult Social Care

6 Contact information Proposer of this framework Skills for Care (SfC), partners in the sector skills council Skills for Care and Development, are the developers of the framework. SfC engaged employers in 2011 to determine the demand for developing a Higher Apprenticeship framework and received overwhelming support for this. SfC built the framework with employers such as Age UK, Voyage Care and Anchor Trust based on sector needs. Employers on the SFC steering group for Apprenticeships, advising and steering all Apprenticeship development for the sector include Hertfordshire County Council, Barchester, Cheshire Centre for Independent Living, Hadrian Healthcare, United Response and Hendra House. Developer of this framework Name: Organisation: Organisation type: Job title: Rob Newby Skills for Care Sector Skills Council Programme Head - Standards, Learning, Qualifications & Apprenticeships Phone: Postal address: Website: slqa@skillsforcare.org.uk Skills for Care West Gate 6 Grace Street Leeds LS1 2RP Issuing Authority's contact details Issued by: Skills for Care & Development Issuer contact name: Sue Johnson Issuer phone: Issuer sscinfo@skillsforcare.org.uk

7 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Tracey Nicholson Skills for Care slqa@skillsforcare.org.uk Why this framework is being revised Due to the Apprenticeship Standard in Leader in Adult Care not being available the SASE Framework needs to be extended to ensure there is no gap in provision. Summary of changes made to this framework The Apprenticeship Framework is being revised as the Apprenticeship Standard is not yet available. To avoid any disruption to potential Apprentices the SASE Framework will remain open for registrations until 31st August The qualification Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) will be extended until 31st August 2018 Qualifications removed Qualifications added Qualifications that have been extended All listed in this document will be extended until 31st August 2018

8 Purpose of this framework Summary of the purpose of the framework An Apprenticeship is a job with an accompanying skills development programme, designed by employers in the sector. It allows the apprentice to gain technical knowledge and real practical experience, along with personal skills, required for their immediate job and future career. These are acquired through a mix of learning in the workplace, formal off the job learning and the opportunity to practice and embed new skills in a real work context. This broader mix differentiates the Apprenticeship experience from training delivered to meet narrowly focused job needs. All apprentices commencing their Apprenticeship must have an Apprenticeship Agreement between the employer and the apprentice. This can be used to reinforce the understanding of the requirements of the Apprenticeship. On completion of the Apprenticeship the apprentice must be able to undertake the full range of duties, in the range of circumstances appropriate to the job, confidently and competently to the standard set by the industry. This is a level 5 Higher Apprenticeship framework for those working as Adults Residential Managers, Adults Managers and Adults' Advanced Practitioners in Adult Social Care or as a Manager of Specialist Adult Social Care Services or Business Development Manager in adult social care only. This framework has been developed by Skills for Care based on the input of employers in the adult social care sector. This framework does not currently include pathways for people working in the Health Service or Children and Young People's Services. This is one of two Apprenticeship frameworks for people employed in adult social care in England and complements the Intermediate and Advanced framework. This framework covers the social care sector which includes: Private providers Local authorities Voluntary organisations Individual Employers Adult social care sector Social care is the term given to a wide range of care and support for people with an assessed need. Social care services are administered through local authorities working with voluntary, private and independent social care organisations. Councils may also provide services themselves or commission others to do so. In social care this framework provides a suitable way to meet the development and

9 qualification needs of the workforce at higher levels and is appropriate for existing staff working or new entrants wanting to work in a Adults Residential Management, Adults Management, Adults' Advanced Practice, or as a Manager of Specialist Adult Social Care Services or Business Development Manager in adult social care. There were 1.75 million paid jobs in adult social care in England in Of these, 1.61 million are directly employed at a place of work and 140,000 are employed by agency, bank and pool workers, volunteers, students and others including the self-employed. The majority of these roles are at operational level, for which the Intermediate and Advanced level Apprenticeship framework is suitable. However this Higher Apprenticeship is to support workers at a higher level in order that they can meet service and delivery demands and lead/manage the workforce. Example job titles may include care broker, care manager, unit manager, line manager and residential warden. Higher Apprentices will be working as managers of staff and/or services in general residential and non-residential settings; as advanced practitioners with a high level of knowledge of care provision activities or a specific specialism; as managers of specialist services with a specialist knowledge of particular adult social care provision and requirements, as a Business Development Manager starting and growing a new business and/or developing an existing business and/or supporting an employer to achieve any of these objectives. The sector is steadily expected to grow in size of employees, needing a minimum of 2 million workers by 2025, giving potential apprentices great potential for a career in a growing sector. Aims and objectives of this framework (England) There were around 63,000 starts in on the social care pathway of the Health and Social Care Apprenticeship Intermediate and Advanced framework. By July 2013, there were almost 3,000 starts on the Care Leadership and Management Higher Apprenticeship. New ways of working and new roles are constantly evolving to meet the social care needs of the population. These new roles provide staff with opportunities to develop new competencies often described as expanded roles. Adult Social Care Sector The Apprenticeship framework contributes towards developing a social care sector with a skilled, flexible and effective workforce whilst maintaining high quality and safe care for those who use services. Through completion of this Apprenticeship learners will gain high level skills, thus increasing access to Further Education and Higher Education. Adult social care employers are increasingly looking to Apprenticeships, and in particular the social care pathway of the Health and Social Care framework, as a way to effectively train their workforce and new staff. Research conducted by Skills for Care in 2011 highlighted that 15% of

10 employers had an immediate need for a framework at level 5 and 38% indicated they could see a clear need in the future. As the demands on the sector increase, so does the need for higher level skills. The sector welcomes the contribution to training and development represented by the apprentices who make up a significant section of the workforce. Employers, training providers and organisations such as AELP and ACTAN have endorsed the Apprenticeship programme as it gives the broad-based training in the knowledge and skills required at managerial and practitioner level through the completion of qualifications which are linked to national practitioner level through the completion of qualifications which are linked to National Occupational Standards. Apprenticeships lead to better productivity, retention and a qualified workforce which aids the employers in their delivery of services. The framework contributes towards addressing the skills gaps identified in State of the Adult Social Care Workforce In social care, 27 roles have been identified to undertake the variety of tasks needed to meet the requirements, needs and choices of people who use social care services. The Health and Social Care Act 2008 sets the regulatory framework for staff working in social care and provides the base for minimum qualification requirements. Leadership and Management as a part of the Workforce Development Strategy "Capable, Confident, Skilled - A workforce development strategy", published by Skills for Care in May 2011, highlights the importance of Apprenticeships as well as development of leaders, managers and registered managers who all have clear career pathways, access to learning opportunities and qualifications. For registered managers, the ambition is to: Support the leadership roles and tasks of registered managers in residential, domiciliary and adult placement settings. Take steps to ensure that the equivalent managers in day care settings are similarly supported and recognised. Help re-balance the management roles with professional practice roles. Ensure that a trained and competent cohort of experienced, new and aspiring registered managers is available to meet the demands of care providing employers. Ensure that the leadership and management of care services features at appropriate levels on the QCF and that there are easy CPD access routes for registered managers. To promote improved leadership and management, the ambition is to: Have appropriate management and leadership capacity and capability across the sector. Develop a cross-sector approach to the development of leadership and management. Support sector leaders in their strategic commissioning and workforce planning roles and provide a stronger national voice for the sector. Ensure that people who employ their own workers have opportunities to develop as commissioners, leaders and managers.

11 Put in place clear career pathways, learning, qualifications and progression routes for aspiring, new and established leaders, managers and commissioners. Strengthen commissioning skills. Support employers in the way that they undertake succession planning and talent management. The Apprenticeship framework ensures that learners are supported in the application of their learning directly into the workplace. Learners receive a minimum guaranteed amount of on and off-the-job training and will acquire transferable skills to support further progression. The framework specifically supports the need to develop the skills and knowledge of workers at career framework level 5.

12 Entry conditions for this framework Formal Entry Criteria There are no formal entry conditions for this framework. Individuals about to undertake this framework must, however, work in job roles which are appropriate for the framework and which will allow them to gather the evidence necessary for the qualifications and components which form a part of the framework. Potential apprentices should be willing to undergo a DBS (Disclosure and Barring Service) check. Employers in social care carry out DBS checks, as this is a requirement, and certain offences may disqualify potential apprentices from employment in these sectors and thus automatically preclude them from completing the framework. Potential apprentices should therefore discuss any relevant matters with their employer prior to enrolment. What to consider at entry Whilst there are no formal criteria, people who successfully complete Apprenticeships and continue to work in the sector most often exhibit empathy, care and interest in others and want to work in the social care sector. Whilst it is practical to up-skill staff, successful Apprentices tend to come with the s and attitudes compatible with the roles they will be working in. Examples of desirable skills and attributes in potential apprentices could include: motivation to succeed within the sector good interpersonal skills, effective verbal and non-verbal communication skills respect for people who use the services as individuals a suitable level of physical fitness may be necessary in order to perform some aspects of the job roles, for example, assisting and moving people who use the services willingness to undertake training and learning programmes and apply that learning in the workplace the ability to demonstrate that they have the potential to complete the level 5 Diploma and other qualifications that are part of the Apprenticeship framework willingness and ability to work both long shifts and irregular shift patterns as provision of care has to be available 24 hours a day willingness to undertake personal care which includes assistance with dressing, feeding, washing and toileting, as well as advice, encouragement and emotional and psychological support an ability to work in small informal teams, demonstrating their listening skills and decision making skills as well as ability to lead formal teams, set and enforce procedures and act as a guide or a mentor to staff a positive non-judgemental and open-minded attitude and -system

13 a standard of literacy and numeracy in keeping with the demands of the job Where Apprentices have a learning disability or difficulty, provision should be put in place to support their learning and achievement and consideration given to teaching and assessment methods to ensure any barriers to learning and achievement are addressed and removed.

14 ... level 5 Level 5 Title for this framework at level 5 Higher Apprenticeship in Care Leadership and Management (Adult Social Care) Pathways for this framework at level 5 Pathway 1: General Adult Social Care Pathway 2: Specialist Adult Social Care

15 ... level 5... Pathway 1 Level 5, Pathway 1: General Adult Social Care Description of this pathway This is the General Adult Social Care pathway. This pathway is not suitable for people working in the Health Service or Children and Young People's Services. Total minimum credit for this pathway: 90 credits 90 credits for the combined competence and knowledge qualification. Higher Apprentices must achieve one of the combined competence and knowledge qualifications listed and gain a minimum of 90 credits. They must specifically achieve the following two units which are included as options in the qualification: Unit F/504/2218: Understand professional management and leadership in health and social care or children and young people s settings Unit J/602/3499: Undertake a research project within services for health and social care or children and young people (Minimum of 10 credits covering knowledge Minimum of 68 credits covering competence) Entry requirements for this pathway in addition to the framework entry requirements There are no additional entry requirements however providers must work with employers and apprentices to ensure that the Apprenticeship offered is the most appropriate for the individual s job role, whilst reflecting individual employer and learner needs.

16 ... level 5... Pathway 1 Job title(s) Adults Residential Manager Adults (non-residential) Manager Adults' Advanced Practitioner Job role(s) Management of day to day provision in a residential service as an assistant manager, deputy, unit or service manager. May include responsibility as Registered Manager of the Service. Management of day to day provision in a service that is not residential. (E.g. Domiciliary Care, Day Service) This could be as assistant manager, deputy, unit or service manager. May include responsibility as Registered Manager of the Service. Roles within adult social care services that need a high level of knowledge of care provision activities or a specific specialism. Not involved in direct management of staff but has some responsibility for assessment of individuals needs of and ensures positive outcomes.

17 ... level 5... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

18 ... level 5... Pathway 1 Combined qualifications available to this pathway B1 - Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B1a 601/4347/2 City & Guilds 90 B1b 601/4312/5 NCFE CACHE 90 B1c 601/4438/5 Pearson Edexcel 90 B1d 601/4340/X Skillsfirst 90 B1e 601/4259/5 Innovate 90 B1f 601/4453/1 icq 90 B1g 601/4265/0 Highfield Awarding Body for Compliance 90 B1h 601/4400/2 FutureQuals 90 B1i 601/4578/X OCR 90 B1j 601/5590/5 TQUK 90 B1k 601/5704/5 Industry Qualifications 90 B1l 601/6739/7 Gateway Qualifications 90 B1m 601/6855/9 BIIAB 90 B1n 601/8590/9 Focus Awards 90 Relationship between competence and knowledge qualifications Those Apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills

19 ... level 5... Pathway 1 and learning. The qualification listed offers a full range of options.

20 ... level 5... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Functional Skills qualification in English Minimum level or grade Credit GCSE qualification in English (with enhanced functional content) * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Mathematics Functional Skills qualification in Mathematics Minimum level or grade Credit GCSE qualification (with enhanced functional content) in Mathematics * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Progression routes into and from this pathway

21 ... level 5... Pathway 1 Skills for Care have developed a career pathways information tool which shows progression options at every occupational level, including Intermediate, Advanced and Higher level Apprenticeships. This can be accessed at and it contains examples, case studies and videos. The career pathways matrix, a part of the tool, can be accessed at hways.skillsforcare.org.uk/career/matrix.html Progression TO the Higher Apprenticeship Apprentices will be from different age groups, with differing backgrounds and experience. As there are no formal entry criteria, apprentices do not have to enter from previous qualification routes. However, the Higher Apprenticeship has been developed to provide scope and breadth for those in, and moving into leadership and management and advanced practitioner roles. As a guide, applicants may enter via a range of routes including from: Advanced, and less typically, Intermediate level Apprenticeships, often via other qualifications (for example in management or nursing) work unemployment, with previous related experience Health and Social Care NVQ only competence qualification knowledge qualifications relevant to health and social care non-social care leadership and management roles social work qualifications nursing qualifications Progression FROM the Higher Apprenticeship Learners may progress from this pathway onto further qualifications specific to their work context. A wide range of qualifications are available for use within the social care sector. Apprentices can also move to other parts of the sector, for example from adults advanced practice to adults residential management. They can also move to the Children and Young People s Workforce sector or the Health sector, completing additional sector and job-relevant units available on the diploma. They may also seek recognition of their prior learning in the QCF to achieve entry, credit transfer or advanced standing for a higher education qualification at a University. Progression to professional qualification in Social Care illsforcare.org.uk/index.html Social worker Social care worker ays.skillsforcare.org.uk/what_is/what_types.html Progression to other specific job roles Care manager

22 ... level 5... Pathway 1 Officers in charge/registered manager Day services manager Apprentices on the social care pathway can move to the health sector. Further detailed information and advice on careers within the health sector can be found at UCAS points for this pathway:

23 ... level 5... Pathway 1 Employee rights and responsibilities

24 ... level 5... Pathway 2 Level 5, Pathway 2: Specialist Adult Social Care Description of this pathway Total minimum credit for this pathway: 120 credits Entry requirements for this pathway in addition to the framework entry requirements There are no additional entry requirements however providers must work with employers and Apprentices to ensure that the Apprenticeship offered is the most appropriate for the individual s job role, whilst reflecting individual employer and learner needs.

25 ... level 5... Pathway 2 Job title(s) Manager of Specialist Adult Social Care Services Business Development Manager in adult social care Job role(s) Manager of specialist services with a specialist knowledge of particular adult social care provision and requirements, for example responsibility for strategic planning of dementia care across a service. Enterprise/business development role which involves managing a business on behalf of others and/or starting and growing a new business and/or developing an existing business and/or supporting an employer to achieve any of these objectives.

26 ... level 5... Pathway 2 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

27 ... level 5... Pathway 2 Combined qualifications available to this pathway B1 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Dementia Care) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B1a N/A Middlesex University 120 B2 - Higher Diploma: Professional Practice in Leading and Managing Care Services (End of Life Care) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B2a N/A Middlesex University 120 B3 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Business, Quality and Service Improvement) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B3a N/A Middlesex University 120

28 ... level 5... Pathway 2 Combined qualifications available to this pathway (cont.) B4 - Professional Diploma in Care Leadership and Management (Business Development and Enterprise) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B4a N/A University College Birmingham 120 B5 - Professional Diploma in Care Leadership and Management (Learning Disabilities) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B5a N/A University College Birmingham 120 B6 - Diploma in Professional Practice in Social Care (Business & Enterprise) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B6a N/A University of Chichester 120 B7 - Diploma in Professional Practice in Social Care (Dementia) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B7a N/A University of Chichester 120

29 ... level 5... Pathway 2 Combined qualifications available to this pathway (cont.) B8 - Higher Diploma: Professional Practice in Leading and Managing Care Services (Mental Health) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B8a N/A University of Middlesex 120 Relationship between competence and knowledge qualifications Those Apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning. The qualification listed offers a full range of options.

30 ... level 5... Pathway 2 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Functional Skills qualification in English Minimum level or grade Credit GCSE qualification in English (with enhanced functional content) * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Mathematics Functional Skills qualification in Mathematics Minimum level or grade Credit GCSE qualification (with enhanced functional content) in Mathematics * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Progression routes into and from this pathway

31 ... level 5... Pathway 2 Skills for Care have developed a career pathways information tool which shows progression options at every occupational level, including Intermediate, Advanced and Higher level Apprenticeships. This can be accessed at g.uk/ and it contains examples, case studies and videos. The career pathways matrix, a part of the tool, can be accessed at careerpathways.skillsforcare.org.uk/career/matrix.html Progression TO the Higher Apprenticeship Apprentices will be from different age groups, with differing backgrounds and experience. As there are no formal entry criteria, apprentices do not have to enter from previous qualification routes. However, the Higher Apprenticeship has been developed to provide scope and breadth for those in, and moving into leadership and management as well as advanced practice roles, specialist service management and business development. As a guide, applicants may enter via a range of routes including from: Advanced, and less typically, Intermediate level Apprenticeships, often via other qualifications (for example in management or nursing) work unemployment, with previous related experience Health and Social Care NVQ only competence qualification knowledge qualifications relevant to health and social care non-social care leadership and management roles social work qualifications nursing qualifications Progression FROM this pathway The Adult Social Care Workforce Development Strategy Capable, Confident, Skilled May 2011 included the following deliverable in relation to qualifications: "The development of a higher education (HE) strategy to ensure progression from vocational qualifications and closer links between the needs of employers and qualifications offered by HE. SfC principles for working in HE underpin development and continued activity taking place in ; in particular, the implementation of the Skills for Care Higher Apprenticeships. From this pathway, Apprentices may progress to full BA or BSc programmes and qualifications, graduate diplomas and a range of University qualifications in Care, Social Work or Health. Learners may progress from this pathway onto further HE qualifications specific to their work context." Progression to professional qualification in Social Care careerpathways.skillsfor care.org.uk/index.html Social worker Social care worker careerpathw ays.skillsforcare.org.uk/what_is/what_types.html

32 ... level 5... Pathway 2 Progression to other specific job roles Care manager Officers in charge/registered manager Day services manager Apprentices on the social care pathway can move to the health sector. Further detailed information and advice on careers within the health sector can be found at UCAS points for this pathway: (no information)

33 ... level 5... Pathway 2 Employee rights and responsibilities

34 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met Equality and Inclusion The Framework is designed to tackle under-representation within the occupation and, by setting no specific entry requirements, remove barriers to entry and progression. There should be open recruitment of apprentices to the programme, which is available to all people, regardless of gender, ethnic origin, religion/belief, sexual orientation or disability who meet the stated selection criteria. All partners involved in the delivery of the Apprenticeship National Apprenticeship Service (NAS) regional offices, providers, assessment centres and employers must be committed to a policy of equal opportunities with a stated equal opportunities policy and procedure. Employers/providers must be able to demonstrate that there are no overt or covert discriminatory practices in selection and employment. All promotional, selection and training activities must comply with the following relevant legislation: The Equality Act 2010 (further guidance may be found at ) Health & Social Care Act 2008 The Sex Discrimination Act, 1975 and Code of Practice The Race Relations Act, 1976 and Code of Practice Race Relations (Amendment) Act 2000 The Disability Discrimination Act, 1995 and Code of Practice Data Protection Act 1998 Employment Right Act 1996 The Gender (Re-assignment) Act 1999 Harassment Act 1997 Health and Safety at Work Act 1974 Human Rights Act 1998 Public Interest Disclosure Act 1998 (Whistle Blowing Charter) Rehabilitation of Offenders Act Amendment Sexual Discrimination Act 1976 Proposed Code of Practice Recruitment & Employment of Gay Men & Lesbians The apprentice s knowledge about equal opportunities policies and procedures can be used as evidence for the Employment Responsibilities and Rights component and parts of the knowledge qualification. Providers will monitor equality of opportunity practice and procedures within their own organisation and take positive action when necessary. It is also recommended that

35 employers/providers conduct an exit interview if the apprentice leaves the programme before completion. Skills for Care will retain overall responsibility for the development of the Apprenticeship and for monitoring equality of opportunity, primarily by the analysis of NAS statistical returns. Where questions arise concerning policy and practice, Skills for Care will work closely with the local NAS office concerned to identify causes and to implement positive action where appropriate. Skills for Care are very aware that adult social care worker roles are predominantly female-dominated in terms of uptake. Skills for Care plan to undertake projects related to equality and diversity within its frameworks. Skills for Care has embarked upon pilot projects to focus on the journey of male apprentices to provide case studies and good practice cases to try and address gender imbalance across all parts of the sector, including encouraging more male applicants into personal assistance and domiciliary care roles. Skills for Care is not aware of any other imbalance in the take up of the framework by ethnic groups for instance. The same project also intends to raise equality and diversity awareness amongst employers, training providers and learners to try and encourage local recruitment to reflect the community on all Apprenticeship frameworks. Skills for Care also intend to improve the equality and diversity monitoring of all its frameworks via registration data and its certification completions to assist a better understanding of this issue. Skills for Care believes that there should be open recruitment to Apprenticeship frameworks which is available to all who meet the stated selection criteria for the Apprenticeship programme they are applying to. Skills for Care expects all partners involved in the delivery of the Apprenticeship to comply with the Equality Act 2010 to ensure that applicants are not discriminated against, in terms of entry to and progression within the adult social care sector, using the 8 protected characteristics of: Age Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Race Religion or Belief Sex or sexual orientation Skills for Care Statement Skills for Care aims to continue to monitor equality of access and opportunity to employment.

36 In addition to the above, we specifically aim to redress imbalances within the current workforce profiles with respect to age and gender. Age Those aged under 19 are particularly under-represented within the sector. Currently, 9.8% of the care work force is aged between years and 4% are The average age of a worker entering social care is 34 years. However, registered managers are more likely to have joined the sector younger, 54% being under 30 years old at entry. Skills for Care actively promotes career development potential of the sector to young people aged years old. We have developed and distributed specific resources for pupils in years 8 and 9 and school and other careers advisers in order to reach a younger audience and encourage them to enter the sector. We also have a presence in social media. Apprentices aged 16 and 17 may carry out personal care provided the person receiving care gives consent, they have been suitably trained and are deemed competent by their manager. This is a statement supported by the CQC (Care Quality Commission) and a copy of it can be found on the Skills for Care website: ut-us/news/news-archive/skills-for-care-highlights-guidance-on-employing-workers-aged -under-18.aspx Gender A high proportion of women work in direct provision of adult social care. In the statutory sector this is 86%, 85% in the private sector, and 80.5% in the voluntary sector. Males represent 15.5% of the adult social care workforce. However, amongst senior managers the percentage is considerably higher at 30%. The proportion of male workers is highest at establishments providing adult day care (21.6%) and adult community care (20.8%). Skills for Care will aim to redress imbalances in recruitment and retention and to promote equality of opportunity particularly throughout, at both management and operational levels. Skills for Care has actively run pilots since 2009 promoting men into care and good practice and learning from the pilots can be found as case studies on our website: ships/apprenticeships/supporting-resources.aspx Male role models are positively promoted through marketing materials, photos and case studies and we promote the extensive career progression available in the sector as well as the variety of jobs in the sector to both men and women. We work to ensure adult social care is not seen as just personal care or work in homes for the elderly but that both male and female potential entrants to the sector see the very wide variety of job roles which we cover. Ethnicity

37 The highest proportions of BME workers are amongst care workers and senior care workers (19%) and social workers (17%). 21% of BME staff work in establishments providing adult residential care and 18% providing domiciliary care. As such, the proportion of BME workers in the sector is quite high with 81% of people identifying themselves as White British in the NMDS-SC as of June The proportion of workers classified as BME is 18.8% in England. This varies by region ranging from 62.8% in London to 4.2% in the North East. Skills for Care promotes care to all ethnic groups and aims to use a diverse range of publication materials and imagery in order to positively relay opportunities in the sector to all ethnic groups.

38 On and off the job guided learning (England) Total GLH for each pathway GLH does not apply to Higher Apprenticeship frameworks. Minimum off-the-job guided learning hours How this requirement will be met Minimum on-the-job guided learning hours How this requirement will be met

39 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills Creative thinking Independent enquiry Reflective learning Team working Self management Effective participation

40 Additional employer requirements There are no additional employer requirements. However in Pathway 1: Higher Apprenticeship in General Adult Social Care, apprentices have access to a number of optional units in the Diploma which can be taken, although possibly at a cost to either the apprentice or the employer.

41 For more information visit