Guidance

Care or support worker: role category B

Published 10 January 2024

Applies to England

What people do in their work

This section outlines the kind of responsibilities someone within role category B (care or support worker) is likely to undertake as part of their role.

This role 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 or supporting them to live independently. This role could be across a variety of settings, delivering care and support in people’s own homes, in a residential setting or through supported independent living.

Values

Values are the foundation unpinning the behaviours:

• 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 - 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 role category B. 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:

1. Treat all individuals equitably and with a professional manner in the workplace.
2. Take responsibility for your own actions, demonstrating resilience, determination and impartiality when managing difficult situations.
3. Build and maintain positive relationships with others and seek their views when needed.
4. Take an organised approach to time-sensitive tasks and act in an open and approachable manner when completing tasks with others.
5. Be open to new digital knowledge and skills that may enhance performance in the care sector.
6. Act in a flexible, creative, innovative and proactive way when problem-solving, taking account of best practice.
7. Be adaptable and act in an open and responsive way to feedback.
8. Be caring, compassionate and empathetic towards others, acknowledging the differences between individuals.

Knowledge and skills people need to have (should do)

Knowledge refers to what someone needs to understand to undertake the responsibilities of the role. Skills are the ability to apply that knowledge in practice.

This section outlines the knowledge and skills someone working in role category B should know and the things they should be able to do in their job.

Minimum knowledge and skills in role category B

Baseline knowledge and skills brought through from role category A (new to care).

Progression

Moving your practice to a Level 3 standard, potentially through a diploma or apprenticeship route - see the ‘Knowledge and skills breakdown for role category B’ 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 or resources’ below.

Digital skills

As part of your knowledge and skill development, you can also to 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 role category B

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 of mental capacity
• understand the application of the principles of mental capacity and consent
• understand restrictive practices
• understand 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:

• understand why effective communication is important in the work setting
• understand the variety in people’s communication needs and preferences
• be able to communicate effectively with others
• meet the communication and language needs, wishes and preferences 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’ wellbeing
• know how to monitor individuals’ health
• be able to assess and respond to changes in an individual’s health and wellbeing
• promote individuals’ health and wellbeing

Equality, diversity, inclusion and human rights

You should:

• understand influences on working practices to promote equality, diversity, inclusion and human rights
• understand the importance of equality, diversity, inclusion and human rights within your work setting
• know how to promote equality, diversity, inclusion and human rights
• 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 or resources

This section outlines the opportunities available within role category B to specialise in one or more areas as well as the opportunities to develop within role category B 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 B persona: 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 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.

Paul has recently received additional training to carry out a delegated healthcare activity for one of the people he supports. The healthcare activity has been delegated to him by a registered nurse from the local community nursing team who remains accountable for the decision to delegate in the person’s best interest, even though it is Paul who is carrying out the activity. He is carrying out percutaneous endoscopic gastrostomy (PEG) feeds, by following the care plan and the training he has been given, ensuring he continues to deliver safe and person-centred care. The delegated healthcare and clinical safety is monitored by the registered nurse, who retains accountability and responsibility for the activity.