Guidance

New to care: role category A

Published 10 January 2024

Applies to England

What people do in their work

This page outlines the kind of responsibilities someone within role category A (new to care) 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. 

This role is the starting point for a career in social care with many opportunities to learn and develop your skills and knowledge, but also offers the opportunity to progress if that is what you want to do.

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 - 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 A. 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.

1. Act in an ethical and professional manner in the workplace (professionalism).

2. Build and maintain positive relationships with colleagues and adults in a care setting (teamworking).

3. Take an organised and methodical approach to complete tasks in a timely manner (work ethic).

4. Take personal responsibility for developing knowledge and skills and continually seek to improve their performance (continuous improvement).

5. Seek to develop personal resilience and maintain wellbeing (strength equals courage).

6. Strengthen sustainable practices and challenge unsustainable practices (environmental responsibility).

7. Support an open culture where everyone - including colleagues and those with lived experience - is treated with dignity and respect, and fairly, without prejudice, bias or discrimination (human rights).

8. Reflect on ways in which they show compassion to individuals in an adult social care setting (compassion).

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 A should know and the things they should be able to do in their job.

Minimum knowledge and skills in role category A

These are the minimum knowledge and skills that make you safe to practise. See the ‘Knowledge and skills breakdown for role category A’ section below for more detail.

Progression

You should progress to consolidation of minimum skills and additional Care Certificate learning. Then progress to additional skills that are useful across all settings.

See the ‘Knowledge and skills breakdown for role category A’ section below for more detail.

Diversity of practice

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.

Knowledge and skills breakdown for role category A

Minimum knowledge and skills that make you safe to practise

Corporate induction, including understanding your role and personal development

You should:

• understand your own role
• work in ways that have been agreed with your employer
• understand working relationships in adult social care
• work in partnership with others
• agree your own personal development plan
• develop your own knowledge, skills and understanding

Demonstrating effective interpersonal skills

You should:

• understand the importance of effective communication in the workplace
• understand how to meet the communication and language needs, wishes and preferences of individuals
• understand how to promote effective communication with individuals
• use a range of communication methods, and support the appropriate and safe use of communication aids and technologies
• understand the principles and practices relating to confidentially.

Maintaining someone’s dignity while providing care and support

You should:

• understand the principles that underpin privacy and dignity in care
• maintain the privacy and dignity of the individuals
• support an individual’s right to make choices
• support individuals in making choices about their care
• understand how to support active participation
• support individuals in active participation in their own care

Fire safety (health and safety)

You should understand and know how to promote fire safety in the work setting.

Understanding and demonstrating good infection prevention and control measures

You should understand how to prevent the spread of infection.

Understanding how to assist and move people safely

You should:

• be able to move and position an individual safely
• be able to use equipment that may be required to move people safely
• understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals
• understand anatomy and physiology in relation to moving and positioning individuals
• be able to minimise risk before moving and positioning individuals
• know when to seek advice and/or assistance from others when moving and positioning an individual

Understanding how to work in a person-centred way

You should:

• understand what is meant by person-centred values
• understand how to work in a person-centred way
• understand mental capacity when providing person-centred care
• support the individual to be comfortable and make changes to address factors that may be causing pain, discomfort or emotional distress
• support the individual to maintain their identity, self-esteem, spiritual and overall wellbeing
• work in a person-centred way

Understanding duty of care and duty of candour

You should:

• understand duty of care and duty of candour
• understand the support available for addressing dilemmas that may arise about duty of care
• deal with and learn from comments and complaints
• deal with incidents, errors and near misses
• deal with confrontation and difficult situations

Using and managing data, and data security

You should:

• understand the need for secure handling of information in settings
• know how to access support for handling information
• handle information in accordance with agreed ways of working

Reduce the likelihood of abuse

You should:

• understand the principles of adult safeguarding
• reduce likelihood of abuse
• respond to suspected or disclosed abuse
• protect people from harm and abuse - locally and nationally
• understand restrictive practices
• safeguard children

Consolidation of minimum skills and additional Care Certificate learning

Understand the importance of supporting others to maintain good fluid and nutrition intake​

You should:

• understand the principles of nutrition and hydration
• support individuals with nutrition and hydration

Awareness of mental health, dementia, autism and learning disabilities​ (linked to Tier 1 of competence frameworks below)

You should:

• understand the importance of early identification of mental health conditions and dementia
• understand aspects of personalised care that support an individual living with a mental health condition or dementia
• understand the needs and experiences of:
  • people with a learning disability
  • autistic people
  • people living with mental health or dementia
• understand how to meet the communication and information needs of:
  • people with a learning disability
  • autistic people
• understand reasonable adjustments that may be necessary in health and care delivery for:
  • people with a learning disability
  • autistic people
  • people living with a mental health condition or dementia
• understand how legal frameworks support:
  • people with a learning disability
  • autistic people
  • people living with a mental health condition or dementia

Ensuring equality, diversity and inclusion are part of your practice

You should:

• understand the importance of equality, diversity, inclusion, and human rights
• work in an inclusive way
• access information, advice and support about equality, diversity, inclusion and human rights

Being safe and secure online

You should:

• understand the importance of data and cyber security, and your personal responsibility for handling data safely
• understand the requirements of, and apply the principles of, data security and protection legislation
• know that there are different types of data security threats (both physical and digital) and how to avoid them
• know who to speak to in your organisation if you are concerned there may have been a data breach or risk to data security
• know how to identify signs of online abuse and safeguard others who may be at risk of cybercrime or other harmful online activity

Use technology to support person-centred care

You should:

• understand how technology can support person-centred care
• use technology to work in a person-centred way
• help people to learn about technologies that may benefit them
• help people to access their personal information and contribute to their digital social care record (DSCR)
• use technology to help people to build and maintain relationships, and participate in their community

Introduction to health, safety​ and wellbeing

You should:

• understand your own responsibilities, and the responsibilities of others, relating to health and safety in the work setting
• understand risk assessment
• move and assist safely
• understand procedures for responding to accidents and sudden illness, and providing basic life support
• understand medication and healthcare tasks
• handle hazardous substances
• work safely and securely

Understanding medication management and good practice

You should:

• understand policy and procedures relevant to administration of medication
• know about common types of medication and their use
• understand procedures and techniques for the administration of medication
• prepare for the administration of medication
• administer and monitor medication safely

Additional training

Additional training as required, such as:

• how to administer specific medicines such as patches, creams, inhalers, eye drops and liquids
• specialist training for specific medications

Understanding the importance of resilience and coping skills when delivering care and support

Understand how to manage:

• your own mental health and personal wellbeing
• stress

Additional skills that are useful across all settings

Food hygiene for people who serve food and drink

You should:

• understand the principles of food safety
• understand the importance of food safety measures when providing food and drink for individuals
• be able to maintain hygiene when handling food and drink.
• be able to meet safety requirements when preparing and serving food and drink for individuals
• be able to meet safety requirements when clearing away food and drink
• be able to store food and drink safely
• know how to access additional advice or support about food safety
• be able to cook and serve a hot meal using fresh ingredients (where this is a requirement for the individual and/or setting)

Understanding the importance of supporting others to maintain good oral health​​

You should:

• understand the importance of oral health and the potential effect on their general health, wellbeing and dignity
• understand the potential impact of untreated dental pain or mouth infection on the behaviour, and general health and wellbeing of people who cannot articulate their pain or distress or ask for help (this includes, for example, residents with dementia or communication difficulties)
• know how and when to reassess oral health
• know how to deliver daily mouth care
• know how and when to report any oral health concerns, and how to respond to a person’s changing needs and circumstances
• understand the importance of denture marking and how to arrange this for people, with their permission

Awareness of positive behaviour support​

You should understand what positive behaviour support is.

Understanding the benefits of reflective practice in providing care and support

You should understand how reflecting on a situation has improved your own knowledge, skills and understanding.

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

The following are suggested areas of adult social care practice and continued professional development. We will update this section with further learning opportunities as organisations start to use the pathway.

Dementia

Dementia Training Standards Framework

Suggested learning programmes:

• Care Certificate Qualification at Level 2​
• Awareness of Dementia Level 2
• Dementia - Tier 1 or Tier 2 (setting specific)
• positive behaviour support awareness training​

Autism

Core Capabilities Framework for Supporting Autistic People

Suggested learning programmes:

• Care Certificate Qualification at Level 2​
• positive behaviour support awareness training
• Oliver McGowan Mandatory Training on Learning Disability and Autism: Tier 1 training​ or Tier 2 (setting specific)

End of life care

End of Life Care Core Skills Education and Training Framework

Suggested learning programme: Care Certificate Qualification at Level 2.

Learning disabilities

Core Capabilities Framework for Supporting People with a Learning Disability

Suggested learning programmes:

• Care Certificate Qualification at Level 2​
• positive behaviour support awareness training

Mental health

Mental Health Core Skills Education and Training Framework

Suggested learning programmes:

• Care Certificate Qualification at Level 2​
• positive behaviour support awareness training

Other suggested learning opportunities

Other learning opportunities could include:

• Adult Care Apprenticeship standard
• medication management​
• food hygiene qualification​
• Smiling Matters - oral hygiene training​
• Key Skills: Level 2 English, maths, and information and communication technology (ICT)

Role category A persona: Laura

Laura is just starting her career in care and has joined a home care service. Her first task is to complete the company induction that details her role, where she fits and the organisational structure. Laura then undertakes the core and mandatory training necessary for her role and the people she will be supporting. She learns things like how to help people move safely and to assist with mobility issues. As she’ll be preparing food and drinks, she completes her food hygiene certificate. Laura also completes the eLearning knowledge elements of the Care Certificate.

After completing this initial learning, Laura has a supervision meeting with her manager to check how she’s progressing. Her manager arranges with Laura to spend a few weeks shadowing one of the team leaders so she can start to apply her new knowledge in practice with support from one of the team leaders. Over time, she starts to feel more confident and has another supervision meeting with her manager. Her manager confirms that she has completed all the minimum learning to practise safely, though there is still more for her to learn as she starts to provide care.

Laura is introduced to the people she’ll be supporting, who include a person with dementia and a person with diabetes. Laura’s employer arranges additional learning for her around those specific areas, which she completes. Laura reads the support plan for each of the people she has been told to support so she can get an idea of each of their needs, wants and preferences about how they want their support to be provided along with the kind of support they need. Laura also recognises that she’ll need to find out more from the people themselves when she visits their homes.

Laura consolidates her Care Certificate learning through on-the-job assessment and she achieves the new Care Certificate qualification in her current role. While she’s working on her qualification, Laura is assigned a new person to support who has an acquired brain injury. She works in a person-centred way so it’s important to her to understand the specific needs of the person she is supporting. She works with her employer to identify and undertake additional training about acquired brain injuries so she can better understand the kind of support the new individual will need.