'Care or support worker' role category
Updated 9 April 2025
Applies to England
What people do in their work
This section outlines the kind of responsibilities someone within this role category is likely to undertake as part of their role.
This role category supports people who draw on care and support to be able to live their lives. This may involve:
- aspects of personal care
- support with everyday life
- supporting them to live independently
This role category could be across a variety of settings, delivering care and support:
- in people’s own homes
- in a residential setting
- through supported independent living
Values
Values are the foundation unpinning the behaviours that people in this role category must show:
- kind, compassionate and empathetic
- honest, trustworthy and reliable
- respect
- courageous and principled
- see the whole person
- flexible, open and learning
- proud and positive
You can read more about the values in the ‘overview’ document on the Care workforce pathway landing page - see the section on ‘Universal sector values’.
The behaviours people must show (must do)
Behaviours are the way that values are demonstrated in practice. This section outlines the behaviours required to work within this role category. These are the things people must be doing in their job.
All behaviours should be delivered in the context of person-centred care and co-production.
Core behaviours:
- Treat all individuals equitably and with a professional manner in the workplace.
- Take responsibility for your own actions, demonstrating resilience, determination and impartiality when managing difficult situations.
- Build and maintain positive relationships with others and seek their views when needed.
- Take an organised approach to time-sensitive tasks and act in an open and approachable manner when completing tasks with others.
- Be open to new digital knowledge and skills that may enhance performance in the care sector.
- Act in a flexible, creative, innovative and proactive way when problem-solving, taking account of best practice.
- Be adaptable and act in an open and responsive way to feedback.
- Be caring, compassionate and empathetic towards others, acknowledging the differences between individuals.
Knowledge and skills people should have
Knowledge refers to the understanding that helps someone carry out the responsibilities of the role.
Skills are the ability to apply that knowledge in practice.
This section outlines what people in this role category are expected to know and be able to do in their job.
Minimum knowledge and skills in this role category
You should show the baseline knowledge and skills from the ‘new to care’ role category.
Progression
You can move your practice to a Level 3 standard, potentially through a diploma or apprenticeship route - see the ‘Knowledge and skills breakdown for this role category’ section below for more detail.
You can also complete setting-specific areas of practice through the optional units in the Level 3 Diploma in Adult Care or an apprenticeship.
Diversity of practice: setting-specific training
As part of this role category, you may also need to complete setting-specific training, such as completing dementia training when working in a dementia care setting.
We expect organisations to define their own setting-specific training based on the needs of the people drawing on care and support. Some recommendations for learning can be found in the section on ‘Specific areas of practice (can do) and suggested learning opportunities’ below.
Digital skills
As part of your knowledge and skill development, you can also work to level 1 (digital skills for all) of the Adult Social Care Digital Skills Framework.
Within this role category, we would expect you to show all level 1 competencies.
Knowledge and skills breakdown for this role category
Move your practice to a Level 3 standard, potentially through a diploma or apprenticeship route
Ways of working
You should:
- understand agreed ways of working
- work in ways that are agreed with the employer
- understand working relationships in care settings
- work in partnership with others
Reduce the likelihood of abuse
You should:
- understand the national and local context of safeguarding and protection from abuse and neglect
- know how to recognise signs of abuse and neglect
- understand ways to reduce the likelihood of abuse or neglect occurring
- know how to respond to suspected or disclosed abuse and neglect
- know how to recognise and report unsafe practices
- understand the principles of online safety
Mental capacity and restrictive practice
You should:
- understand the principles and application of mental capacity and consent
- understand restrictive practices and what is meant by the term ‘deprivation of liberty safeguards’
Duty of care
You should:
- understand how duty of care contributes to safe practice
- know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care
- know how to respond to concerns and complaints
- know how to recognise and respond to adverse events, incidents, errors and near misses
Effective communication
You should:
- be able to communicate effectively with others
- understand why effective communication is important in the work setting
- understand and meet the diverse communication needs, preferences and wishes of individuals
- understand the role of independent advocacy services in supporting individuals to communicate their wishes, needs and preferences
- understand confidentiality in care settings
Handling information
You should:
- understand requirements for handling information in care settings
- implement good practice in handling information
Person-centred practice
You should:
- work in a person-centred way
- understand the application of person-centred practices in care settings
- understand the importance of individuals’ relationships
Choice and independence
You should:
- promote individuals’ rights to make choices
- promote individuals’ independence
- understand the role of risk assessments in promoting a person-centred approach, choice and independence
Health and wellbeing
You should:
- understand the importance of individuals’ health and wellbeing
- be able to monitor, assess and respond to changes in individuals’ health and wellbeing
- promote individuals’ health and wellbeing
Equality, diversity, inclusion and human rights
You should:
- understand factors shaping practices that promote equality, diversity, inclusion and human rights
- recognise their importance in your work setting
- know how to promote these principles and values
- work in an inclusive way
Health and safety (general)
You should:
- understand your own responsibilities and the responsibilities of others relating to health and safety
- understand procedures for responding to accidents and sudden illness
- carry out your own responsibilities for health and safety
Infection prevention and control
You should:
- understand how to prevent and control the spread of infection
- prevent and control the spread of infection
Health and safety (topics)
You should:
- move and handle equipment and other objects safely
- handle hazardous substances and materials safely
- promote fire safety in the work setting
- implement security measures in the work setting
Continuous development
You should:
- know what is required to be competent in your own role
- demonstrate commitment to own development
- understand the value of reflective practice
- use reflective practice to improve ways of working
- develop leadership behaviours
Personal wellbeing
You should:
- understand your own wellbeing
- understand the importance of maintaining and improving your own wellbeing
- know how to maintain and improve your own wellbeing
- know how to manage your own stress and anxiety
Oliver McGowan training
Complete Oliver McGowan Mandatory Training on Learning Disability and Autism: Tier 1 (if not done so already). Tier 2 can be undertaken in settings providing direct care to individuals with autism or a learning disability.
Specific areas of practice (can do) and suggested learning opportunities
This section outlines the opportunities available within this role category to specialise in one or more areas as well as the opportunities to develop within this role category or to progress into another role.
These are the things people could be doing in their job. This could be through suggested continued professional development outlined in this section.
Dementia
Dementia Training Standards Framework
Suggested learning programmes:
- Awareness of Dementia Level 3
- Dementia - Tier 2 training
- positive behaviour support awareness training
Autism
Core Capabilities Framework for Supporting Autistic People
Suggested learning programmes:
- positive behaviour support awareness training
- Oliver McGowan Mandatory Training on Learning Disability and Autism: Tier 2 training
End of life care, learning disabilities and mental health
For the following specialist areas of practice, the Department of Health and Social Care (DHSC) is considering how to ensure that future suggested learning opportunities included within the pathway meet the needs of the sector, and are of good quality and value. DHSC has not yet identified appropriate learning opportunities for these specialisms within this role category. We intend to do further work to address these gaps in future.
- end of life care: End of Life Care Core Skills Education and Training Framework
- learning disabilities: Core Capabilities Framework for Supporting People with a Learning Disability
- mental health: Mental Health Core Skills Education and Training Framework
Other suggested learning opportunities
Other learning opportunities could include:
- Apprenticeship Standard - Lead Adult Care Worker
- activity provision
- falls prevention
- infection prevention and control
Role category personas
Paul
Paul recognises the value in the previous training and development he has done during his time as a care or support worker and begins to think about what further learning and development he wants to complete.
During his time as a care or support worker, he has done his Adult Social Care Certificate qualification and previously chose to develop his skills and knowledge in dementia care to better support the people living in the care home.
Paul has his year 1 appraisal and speaks to his manager about what his next steps could be as part of his learning and development. His manager recommends the Level 3 Diploma in Adult Care as a way for him to further grow his knowledge and skills and, after agreeing with Paul that he wants to do it, makes arrangements for him to start this qualification.
His training provider maps his previous learning that he has done against the Level 3 qualification he wants to undertake so that he does not have to repeat any previous learning. He is given an individual learning plan that he will follow until he completes the qualification. He chooses a number of optional units for himself that he can use within his specific practice and setting.
As Paul works through completing the qualification in his current role, he consolidates his learning, embedding it into his practice and showing how he is delivering high-quality person-centred care. In Paul’s ongoing role as a care or support worker, he will maintain continuous professional development by undertaking learning and development, which he can use to support the people living in the care home.
Sam
Sam has been in her care and support worker role for 7 years. At the start of her career, she first completed the Level 2 Adult Care Worker Apprenticeship before going on to complete the Level 3 Diploma in Adult Care.
Sam was keen to build her skills and knowledge and has enjoyed consolidating her learning and applying her skills and knowledge in practice. Sam feels very confident in her role, having supported lots of different people with varying individual needs, and knows she can draw on this experience to guide her through her work.
Sam has always had regular catch ups with her manager and at various points they have discussed what next steps Sam might want to take in her career. Over the course of these conversations Sam has identified that she does not want to progress beyond her current role. She does not want to supervise or manage people or develop specialist skills in a specific area, but she is passionate about continuing to learn and grow.
She really enjoys her work and does not want to lose focus on the fulfilment she gets from providing day-to-day, high-quality, person-centred care and support and is keen to keep learning to ensure this is the best it can be. Sam’s manager also recognises that Sam not being motivated to move up does not mean she is not motivated to grow in the role she is in.
They regularly discuss and arrange for Sam to undertake new learning and development as part of her continuous professional development plan. This has included undertaking training in line with the statutory and mandatory requirements to ensure her knowledge and skills are refreshed as well as training in areas of interest and value - for example, culturally appropriate care or to support advancements in sector or organisational need such as new technologies.
Sam is a well-respected member of the team, with more junior and senior colleagues alike recognising the value her experience brings. Her knowledge and understanding is often called upon to support with day-to-day tasks.
Sam is happy to share her skills and experience within the scope of her responsibility, to ensure the people that Sam and the team of carers are supporting receive the care and support they need. Sam enjoys being a ‘go to’ person but knows the boundaries of her role and is comfortable referring on to someone with the appropriate level of knowledge and responsibility when necessary.