Guidance

'Deputy manager' role category

Updated 9 April 2025

Applies to England

This role category has staff management responsibilities and helps to run the service. It describes a group of similar roles. In different places, these roles may be called different things and/or have different role titles.

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 need care and support to be able to live their lives. This may involve:

• aspects of personal care
• support with everyday tasks
• 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

At this level, you will likely have people management responsibilities, which will include supporting and developing staff to deliver safe and effective care and support.

You will be working closely with the registered manager to support them in the effective running of the service. This will include supporting with important decision making and acting as manager in their absence. By supporting the registered manager, you will help to ensure the stable management of the service.

You might be considering your future career options, which could include progression into the registered manager role category.

Difference between the registered manager and deputy manager role categories

There are several differences between registered managers and deputy managers:

• the registered manager’s role in regulation and statute
• all registered managers must have or be working towards a Level 5 Diploma in 
  Leadership and Management (though some deputy managers might want to do this)
• the registered managers’ primary focus is on business management, including 
  statutory duties, leadership and external-facing responsibilities including engaging with families and other professionals
• the deputy manager (or equivalent job title) will often have a more explicit focus on 
  people management and the day-to-day delivery of care
• the role category of registered manager remains flexible. For example, in many smaller organisations, the registered manager will be responsible for all aspects of the service

Values

Values are the foundation underpinning 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’ 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 might be doing in their job.

Behaviours for the deputy manager role category have been developed in line with the above values and aligned with the Messenger Managers Code of Conduct (draft version). This is expected to be published in July 2025.

​Kind, compassionate and empathetic

You must lead with compassion, modelling and championing a culture of care, empathy, openness and inclusivity in your service.

Honest, trustworthy and reliable

You must:

• demonstrate and set high standards of personal and professional behaviour, role modelling these attributes to the staff you lead
• establish boundaries between personal and professional responsibilities, leading others in your service to do the same
• acknowledge and take responsibility when a mistake is made, learn from the incident and actively work to ensure that the same mistake is not made again in the future

Respect  

You must:

• personally promote equality and diversity and ensure your staff are sensitive to people’s culture, age, gender, religion, race, sexual orientation and disability
• encourage and enable both staff and people drawing on support to be involved in decision making, respecting and incorporating your views on how support should be provided
• treat everyone with dignity, sensitivity and respect using a convincing and authentic leadership style

Courageous and principled

You must:

• promote and champion a culture of advocacy for the rights of people you support, ensuring people are provided with opportunities for a good quality of life through positive risk-taking
• challenge yourself to try new things, supporting others to do the same

See the whole person

You must:

• act as a leader in delivering person-centred support; you must lead a culture of co-production in your service, recognising the significance and value of the lived experience of the people drawing on care and support
• devote yourself to ensuring the contentment, health and wellbeing of the people drawing on care and support by putting them at the heart of what you do

Flexible, open and learning

You must:

• act in a flexible, creative, innovative and proactive way when problem solving, taking account of best practice
• promote an open environment that encourages and values feedback and learning from incidents, taking responsibility for ensuring it is incorporated into practice
• champion, and lead others in the use of, reflective practice to help drive service and personal improvement

Proud and positive

You must:

• take pride in your role in adult social care, empowering your staff to also take pride in the work they do, celebrating achievements and success
• role model a calm, measured and positive approach when managing complex or difficult situations

Working together

You must act proactively to develop positive and collaborative relationships with your staff, external stakeholders and people who draw on care and support.

Professionalism

You must:

• act in an ethical and professional manner, role modelling evidence-based best practice and values
• take personal responsibility for the effective and safe running of the service at all times
• recognise the need for continual professional development to remain up to date and able to understand and follow appropriate regulations and practice updates or innovations

Knowledge and skills people should have

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 this role category should know and the things they should be able to do in their job. 

Minimum knowledge and skills in this role category

You should have the baseline knowledge and skills from a previous role category. These could be:

• care or support worker
• supervisor or leader
• practice leader

Internal deputy manager induction 

This induction will be specific to each organisation. 

Development of knowledge

You should develop your knowledge in line with the manager induction standards​:

• leading and managing in adult social care​
• supporting and developing teams​
• regulation and governance​
• effective communication​
• working with partners​
• leading a person-centred service​
• safeguarding and mental capacity​
• making decisions​
• managing resources​
• learning and innovating​
• personal development and wellbeing

Progression

You should progress to develop additional knowledge and skills at this level - see the ‘Knowledge and skills breakdown for this role category’ section below for more detail.

Moving on from these elements, deputy managers might start working towards elements included in the registered manager role category. Depending on your setting and the work you undertake, you might start working towards completion of the Level 5 Diploma in Leadership and Management in Adult Care (optional). 

As a deputy manager, you should complete training relevant to the needs of the people using your services. This might include through relevant qualifications, learning programmes and other training available in the sector. 

Digital skills 

As part of deputy manager knowledge and skills development, you should also develop both level 1 (digital skills for all) and, where suitable for the setting or role, level 2 (go further) skills from the Adult Social Care Digital Skills Framework.

Knowledge and skills breakdown for this role category 

Understanding leadership and management in adult care

You should:

• understand leadership and management theories and styles
• understand leadership and management in adult care

Decision-making in leadership and management within adult care​  

You should:

• understand effective decision-making
• be able to demonstrate effective decision-making

Team leadership in adult care​  

You should:

• be able to provide leadership for a team
• be able to manage teamwork

Leading team learning and professional development in adult care​  

You should:

• understand principles of learning and professional development in adult care
• be able to lead learning and professional development practices

Professional supervision in adult care​  

You should:

• understand the purpose and practice of professional supervision in adult care settings
• be able to provide regular professional supervision

Safeguarding in adult care

You should:

• understand the requirements for safeguarding in adult care
• be able to lead the implementation of practices, policies and procedures to support safeguarding in adult care

Understanding mental capacity and restrictive practice in adult care​  

You should:

• understand mental capacity and consent
• understand the use and impact of restrictive practices
• understand what is meant by the term ‘least restrictive practice’
• understand how to use person-centred planning and strengths-based approaches to deliver least restrictive practice

Leading and managing partnerships in adult care​  

You should:

• understand the context of relationships and partnership working
• be able to lead effective relationships with individuals, carers and families
• be able to manage working relationships with colleagues in your own setting to achieve positive outcomes for individuals
• be able to work in partnerships with professionals and other agencies

Leading practice to manage comments and complaints​  

You should:

• understand the management of comments and complaints
• be able to lead your practice in listening and responding to comments and complaints

Effective communication in leadership and management in adult care​ 

You should:

• know how to use communication skills to achieve positive interactions
• know how to manage and resolve conflict
• be able to communicate effectively with others
• be able to develop communication practices that promote positive outcomes

Managing the effective handling of information in adult care​  

You should:

• understand effective information management
• be able to implement systems for effective information management

Leading person-centred practice​  

You should:

• understand person-centred, outcomes-based practice
• understand the value of person-centred practice in partnership working to enable individuals to achieve their desired outcomes
• be able to lead your practice to facilitate positive outcomes for individuals through person-centred practice
• understand the role of relationships in promoting health and wellbeing
• be able to lead your practice in recognising individuals’ relationships
• understand positive risk-taking in context of supporting individuals
• be able to lead the implementation of practices, policies and procedures to manage risk and positive risk-taking

Leading a service that promotes health and wellbeing in adult care​  

You should:

• be able to lead a culture that promotes individuals’ wellbeing and independence in all aspects of day-to-day practice
• understand the importance of promoting individuals’ health and wellbeing
• be able to lead your practice in promoting individuals’ health and wellbeing

Leading and promoting equality, diversity, inclusion and human rights in adult care​

You should:

• understand equality, diversity, inclusion and human rights
• be able to lead a culture that promotes, values and celebrates equality, diversity, inclusion and human rights

Leading and managing health and safety in adult care​  

You should:

• understand health and safety requirements in adult social care
• be able to lead the implementation of health and safety requirements in adult social care
• understand effective risk management
• be able to lead the implementation of policies, procedures and practices to effectively manage risk

Professional development for leaders and managers in adult care​  

You should:

• be able to demonstrate commitment to your own development
• be able to demonstrate commitment to self-awareness
• be able to manage your own workload effectively

Personal wellbeing for leaders and managers in adult care services  

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

Development of other knowledge and skills  

Understand how to mentor others [note 1]

You should:

• understand the role that a deputy manager has in relation to mentoring others
• understand the purpose of mentoring in adult care and the differences it has from coaching
• be able to develop a mentoring relationship with the mentee
• work in partnership with the mentee to set targets and review progress towards those targets
• work in partnership with the mentee to review progress towards targets and when completed, set new ones
• mentor others in the delivery of adult social care

Understand how to coach others [note 1]

You should:

• understand the role that a deputy manager has in relation to coaching others
• understand the purpose of coaching in adult care and the differences it has from mentoring
• be able to develop a coaching relationship with the person receiving coaching
• work in partnership with the person being coached to set targets and review progress towards those targets
• work in partnership with the person being coached to review progress towards targets and when completed, set new ones
• coach others in the delivery of adult social care

Understand how to apply learning [note 1]

You should:

• be able to apply basic counselling skills to support your team
• be able to apply mental health first aid
• be able to train the trainer (through completing ‘train the trainer’ learning)
• be able to assess learning (through completing assessor 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

Note 1: these learning outcomes have been carried forward from the supervisor or leader role category. People working in the deputy manager role category should also have these knowledge and skills.

Leadership or soft skills

You should: 

• understand how to role model good practice
• show and practise emotional intelligence
• be adaptable and creative in management
• build trust in your setting, both between staff and with the people who draw on care and support and their loved ones
• be able to negotiate and persuade
• be able to apply critical thinking to your practice and setting
• understand how to manage your time management effectively
• understand how to manage difficult conversations both internally and externally
• understand how to have professional conversations both internally and externally, having confidence in yourself within these situations

Clinical skills  

You should:

• understand what clinical skills you and your staff need in your setting to deliver safe and effective care
• be able to compile a development plan for you and your staff to gain the requisite knowledge and skills necessary to deliver clinical care
• understand how to monitor and review the development of your staff to ensure they provide safe and effective clinical care moving forwards and that knowledge and skills do not lapse
• understand what oversight of clinical care is appropriate and who should provide this oversight
• be able to engage with clinical oversight organisations or professionals to ensure that clinical level care is provided safely

Understanding of deprivation of liberty safeguards  

You should:

• understand what is meant by the term ‘deprivation of liberty safeguards’ (DoLS)
• understand why some people who draw on care and support may need to be deprived of their liberty
• understand what is meant by the term ‘best interest’
• be able to contribute to DoLS assessments
• be able to safely implement the restrictions agreed within a DoLS authorisation
• understand in what circumstances a DoLS authorisation might need to be reviewed
• understand who to contact to request a review of a DoLS authorisation

English and maths

You should have functional skills in both English and maths.

Suggested learning opportunities

Qualifications:

• Level 5 Diploma in Leadership and Management in Adult Care​
• Level 5 Award in Understanding Digital Leadership in Adult Social Care

Learning programmes:​ 

• Lead to Succeed​

eLearning:​ 

• Introductory Modules for Managers​
• Being prepared for Care Quality Commission (CQC) inspection​
• Improving your CQC rating​
• Delivering outstanding care​
• Leading Change Improving Care​
• updated continuing professional development (CPD) modules (Understanding Workplace Culture, Understanding Performance Management and Understanding Self-Management)

Role category persona

Anton 

Anton has been working in adult social care for the last 5 years and has recently become a deputy manager in a large homecare provider. While in his organisation, Anton’s job title is senior care co-ordinator.

He carries out the duties associated with a deputy manager. He has previously completed the Level 2 Care Certificate qualification and the Level 3 Diploma in Adult Care which he achieved when he was a care worker.

In his role, Anton has the responsibility of managing the care co-ordinators and, through them, the wider care worker staff team. He also works very closely with the registered manager, supporting them and the wider setting to deliver effective, person-centred care to over 300 people each week.   

As he settles into his role as senior care co-ordinator, Anton recognises that there were several areas around leadership and management knowledge and skills that he needs to develop and build upon to fulfil the expectations of his role. This development will complement his previous care experience and qualifications.

He has an initial supervision with his registered manager who directs him to the manager induction standards. They go through the standards together, compiling a development plan about how Anton will work towards developing the knowledge to meet each standard and set a target for him achieving this in 6 months.

Anton’s progress will be regularly reviewed in his monthly supervision meetings. His manager will support him in any areas that he might be struggling with.

In addition to the development of this knowledge, Anton also works on developing other knowledge and skills that he needs in his role as a senior care co-ordinator. He works with his registered manager to identify areas of development. He then uses various formal and informal learning options to help advance his knowledge and skills.

His registered manager supports him to access some learning programmes such as Lead to Succeed. This helps him grow his leadership and management skills. He also shadows and learns from his registered manager, particularly focusing on developing further his leadership skills.

After he has been in his position for some time, his registered manager speaks to him about how he wants to continue to develop in his role. His registered manager asks him whether he is interested in moving into a registered manager role in the future.

Anton is not certain whether he wishes to progress to registered manager at this time but is conscious that he might wish to move to a role like that in the future.

His registered manager talks to him about completing the Level 5 Diploma in Leadership and Management in Adult Care. The qualification content covers the areas of work which Anton undertakes and would give him a sound basis of knowledge on which to build in the future.

Anton agrees that completing this qualification would be helpful for his continued development and his manager makes the arrangements for him to complete this qualification.