Guidance

Practice leader: role category D

Published 10 January 2024

Applies to England

What people do in their work

This section outlines the kind of responsibilities someone within role category D (practice leader) 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.

At this level, you will have previously developed a specialism within a specific area of practice, and will develop practice leadership skills and knowledge. You will take the lead in supporting others in your setting to develop their own practice, coaching and mentoring them in ways to improve. It will be part of your role to stay at the forefront of practice within your chosen specialism, supporting others to do the same so they can provide the best possible care to the people you support.

Values

Values are the foundation underpinning 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 D. These are the things people must be doing in their job.

All behaviours should be delivered in the context of person-centred care.

Core behaviours:

1. Act in an ethical and professional manner, role modelling evidence-based best practice and values (professionalism).
2. Act positively and collaboratively - developing positive relationships with people you support and colleagues (collaboration and relationships).
3. Act as a leader in co-production and person-centred support (co-production).
4. Advocate for the rights of people you support, ensuring people are provided with opportunities for a good quality of life through positive risk taking (human rights).
5. Provide regular constructive feedback to the staff team to support continuous improvement of practice (performance management).
6. Motivate the team and ensure they have the skills needed to work effectively with the people they support (leadership).
7. Organise staff and resources to deliver support when and how the people being supported need and want it (resource management).

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

Minimum knowledge and skills in role category D

Baseline knowledge and skills brought through from role categories B and C.

Progression

Progressing to develop knowledge and skills to be an effective practice leader, possibly by completion of a specialist qualification at Level 4 - see the ‘Knowledge and skills breakdown for role category D’ section below for more detail.

As part of being a practice leader, you should continue to engage with the wider social care sector to remain at the forefront of practice within your chosen specialism.

Digital skills

As part of learner 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. Some level 2 competencies (digital skills to go further) could also be utilised within this role category.

Knowledge and skills breakdown for role category D

Develop knowledge and skills to be an effective practice leader, possibly by completion of a specialist qualification at Level 4

Practice leadership

You should understand what is meant by the term practice leadership.

Measures of good quality of life

You should understand the measures of good quality of life within your chosen practice specialism.

Lead communication in adult care settings

You should:

• understand communication needs and the factors affecting them
• understand how to support the use of assistive technology to enhance communication
• be able to interact with individuals
• be able to convey information to individuals and others
• understand the importance of confidentiality in interactions with individuals

Lead inclusive practice in adult care settings

You should:

• understand equality, diversity and inclusion
• understand how inclusive practice supports equality and diversity
• understand how to promote equality, diversity and inclusion
• be able to work in a way that supports equality and diversity

Lead health and safety in adult care settings

You should:

• understand your own responsibilities and the responsibilities of others, relating to health and safety
• understand how to carry out your own responsibilities for health and safety
• be able to work safely in care settings
• be able to manage risk
• be able to support others to work safely in relation to health and safety

Facilitate support planning to ensure positive outcomes for individuals and to support wellbeing

You should:

• understand the theories and principles that underpin outcome-based practice
• be able to develop a support plan to meet the identified needs of an individual
• understand the value of assistive living technology in developing a support plan
• be able to facilitate the implementation of support plans in partnership with the individual and others
• be able to facilitate a person-centred review of support plans in partnership with the individual and others
• understand the importance of positive risk-taking for individuals and how to support this in a safe way

Professional practice in adult care settings

You should:

• understand theories, values, principles and statutory frameworks that underpin practice within care
• understand how duty of care contributes to safe practice
• understand how to address conflicts or dilemmas that may arise between an individual’s rights to choice and control and the duty of care
• be able to apply values, principles and statutory frameworks that underpin service provision in own area of work

Grow your knowledge and skills within your practice specialism through research and analysis

You should:

• understand the various research methods you could use when undertaking a research project
• be able to analyse which research methodology is most appropriate for the type of research you want to complete
• understand how to plan and undertake research within your practice specialism
• understand how to analyse and apply findings from your research

Lead in learning and development in your practice specialism

You should:

• recognise the importance of learning and development within adult care
• understand and apply the principles of learning and development in adult care
• understand how to assess the learning and development that your team might need relating to your practice specialism
• understand how to plan and implement a programme of learning and development relating to your practice specialism
• understand how to evaluate the learning and development completed
• understand the value in reflective practice, and how it can support learning and development
• lead others in using reflective practice to support their learning and development

Mentor others in your practice specialism

You should:

• understand the role that a practice leader has in relation to mentoring in your practice specialism
• 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 your practice specialism

Coach others in your practice specialism

You should:

• understand the role that a practice leader has in relation to coaching in your practice specialism
• 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 your practice specialism

Lead in supervision in the context of your practice specialism

You should:

• understand the purpose of professional supervision in adult care settings
• understand the process and practice of supervision and how it can be used in the context of your practice specialism
• understand signs that may raise concern and how to support the health and wellbeing of team members within the scope of your role as a practice leader
• be able to provide regular professional supervision around your practice specialism

Lead practice in quality assurance within adult care

You should:

• understand the regulatory framework in adult care
• understand the factors that can impact the quality of care provision within your practice specialism
• understand and apply methods of quality assurance in adult care
• support the development of quality standards within your setting relating to your practice specialism
• lead practice in ensuring that the developed quality standards are implemented within your setting

Support service improvement in adult care

You should:

• understand the need for service improvement in adult care
• understand and apply service improvement processes in adult care
• understand how to evaluate previous service improvement processes
• understand how to apply lessons learnt from previous evaluations to new service improvements

Support innovation and change in adult social care

You should:

• understand what is meant by the culture of an organisation
• be able to define the culture of your organisation
• understand what is meant by the term change management
• understand the principles of change management
• understand and apply the principles of change management to support innovation and change within your organisation
• understand and apply change management principles in developing and maintaining positive cultures within your organisation

Lead in advocacy in adult care settings

You should:

• understand current legislation and policies relating to advocacy in adult care
• understand the principles and types of advocacy in adult care
• support individuals to seek and engage with advocacy
• safeguard the rights and choices of individuals accessing advocacy
• support individuals to ensure that advocacy continues to meet their needs

Lead practice in providing information and guidance

You should:

• understand current legislation and frameworks that regulate the delivery of information and guidance to people receiving care and support
• recognise the importance of providing accurate information and guidance to people drawing on care and support
• understand how to provide information and guidance in a person-centred way
• be able to provide information and guidance relating to your practice specialism
• be able to support others to provide information and guidance relating to your practice specialism

Understand and apply trauma-informed care principles within care settings

You should:

• understand what is meant by the term trauma-informed care
• understand and apply trauma-informed care principles within your care setting
• lead others in learning and development in relation to trauma-informed care

For more information about trauma-informed care, see Trauma-informed system knowledge and skills framework (PDF, 558 KB) (Bristol, North Somerset and South Gloucestershire trauma working group).

Lead personal development and wellbeing in adult social care settings

You should:

• be able to apply mental health first aid
• be able to train the trainer (by completing Train the Trainer learning)
• be able to assess learning (by completing assessor training)

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 current suggested learning opportunities or resources

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

For the following specialist areas of practice, the Department of Health and Social Care 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 the future.

• autism: Core Capabilities Framework for Supporting Autistic People
• dementia: Dementia Training Standards Framework
• 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
• trauma-informed care and relational working
• drugs and alcohol
• sensory impairments (and communication)
• digital skills: Adult Social Care Digital Skills Framework

Role category D persona: Kelly

Kelly is a team leader in a supported living service for people with a learning disability. She really enjoys working with the people who live in the service, she knows them really well and has very good relationships with them and their families. Kelly has worked in the service for a few years now after starting her career in adult social care working in a residential home with another organisation.

During her time with her previous employer, she completed both the Care Certificate and the Level 3 Diploma in Care qualifications along with a number of accredited training courses to help develop her general practice as well as her specific knowledge around supporting people with learning disabilities.

After reviewing her previous qualifications and training against the care workforce pathway, her new employer recognised and accepted all of her previous learning - avoiding the need to repeat anything.

While discussing her development and future career goals with her line manager, Kelly realises she is passionate about continuing to develop her specialist knowledge and is really good at getting the best out of her team. She discusses a career in management with her line manager but realises that is not for her. Instead, they explore the practice leader role category so Kelly can continue to develop her area of practice and support others to do the same. Kelly would also like to increase her specialist knowledge in sensory impairments and communication as this is a particular area of support for one person she is currently supporting.

Kelly and her manager put together a personal development plan. This has been mapped against her previous learning and qualifications and Tier 3 of the Core Capabilities Framework for Supporting People with a Learning Disability. Her manager also supports her to complete a specialist qualification at Level 4 to help develop further her practice leadership skills and knowledge. Following completion of her qualification, Kelly takes on the responsibility of leading practice within the supported living house, supporting her colleagues to develop their own practice, identifying and closing skills gaps, and engaging with the wider social care sector so she can ensure her own practice continues to be at the forefront of what is expected within her specialism.