Home » Care Qualifications » Care Specific Qualifications » Diploma in Adult Care Level 3

Diploma in Adult Care Level 3

Our Level 3 Diploma in Adult Care (RQF) is an accredited qualification on which you will learn about a range of different topics. Some of these are mandatory, whilst others are optional and can be based around your role and the staff team and individual’s you support. The course outlines for the optional units are to provide an overview of the lead care worker and the duties expected as part of this role, but there are lots of others available to cover different client groups

This level 3 will provide you with the knowledge and skills to lead and manage your team, provide support for developing your staff as well as your overall team’s performance. Other aspects of this level can include medication, audits, competency assessments and meeting nutritional needs and your tutor will support you to identify what is appropriate for your role.

This is the stand-alone diploma, so no functional skills, end point assessment or off the job requirements to back fill.

Your dedicated tutor will go through what would be most appropriate to learn the skills and knowledge to impact on how you support individuals.

To achieve this qualification, you need to be working or volunteering in the health and social care sector.

The modules are a mix of theory and practical based, where the theory aspects are provided as a remote or face to face learning opportunity with assignments, workbooks and resources provided. The practical aspects will be observed in the workplace, and you will be supported by a specialist tutor.

Course Details

Qualification Name: Level 3 Diploma in Adult Care (RQF)
Accreditation: iCQ OfQual recognised qualification
OfQual Qualification Accreditation Number (QAN): 603/2763/7
Average time to completion: 4 to 12 months

Course Content

Module 1

Responsibilities of a care worker

Understand working relationships in care settings

  1. Explain how a working relationship is different from a personal relationship
  2. Describe different working relationships in care settings

Be able to work in ways that are agreed with the employer

  1. Describe why it is important to adhere to the agreed scope of the job role
  2. Access full and up-to-date details of agreed ways of working
  3. Work in line with agreed ways of working
  4. Contribute to quality assurance processes to promote positive experiences for individuals receiving care

Be able to work in partnership with others

  1. Explain why it is important to work in partnership with others
  2. Demonstrate ways of working that can help improve partnership working
  3. Identify skills and approaches needed for resolving conflicts
  4. Access support and advice about:
    • partnership working
    • resolving conflicts

Module 2 (Mandatory)

Promote communication in care settings

Understand why effective communication is important in the work setting

  1. Identify the different reasons people communicate
  2. Explain how communication affects relationships in the work setting
  3. Explain ways to manage challenging situations

Be able to meet the communication and language needs, wishes and preferences of individuals

  1. Demonstrate how to establish the communication and language needs, wishes and preferences of individuals in order to maximise the quality of the interaction
  2. Describe the factors to consider when promoting effective communication
  3. Demonstrate a range of communication methods and styles to meet individual needs
  4. Demonstrate how to respond to an individual’s reactions when communicating

Be able to overcome barriers to communication

  1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways
  2. Identify barriers to effective communication
  3. Demonstrate ways to overcome barriers to communication
  4. Demonstrate how to use strategies that can be used to clarify misunderstandings
  5. Explain how to use communication skills to manage complex, sensitive, abusive or challenging situations and behaviours
  6. Explain how to access extra support or services to enable individuals to communicate effectively
  7. Explain the purposes and principles of independent advocacy
  8. Explain when to involve an advocate and how to access advocacy services

Be able to apply principles and practices relating to confidentiality

  1. Explain the meaning of the term confidentiality
  2. Demonstrate ways to maintain and promote confidentiality in day-to-day communication
  3. Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns

Module 3 (Mandatory)

Promote person-centred approaches in care settings

Understand how to promote the application of person-centred approaches in care settings

  • 1 Explain how and why person-centred values must influence all aspects of health and adult care work
  • 1.2 Evaluate the use of care plans in applying person-centred values
  • 1.3 Explain how to collate and analyse feedback to support the delivery of person-centred care in line with roles and responsibilities
  • 2. Be able to work in a person-centred way
  • 2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs
  • 2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation
  • 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences
  • 3. Be able to establish consent when providing care or support
  • 3.1 Analyse factors that influence the capacity of an individual to express consent
  • 3.2 Establish consent for an activity or action
  • 3.3 Explain what steps to take if consent cannot be readily established
  • 4. Be able to implement and promote active participation
  • 4.1 Describe different ways of applying active participation to meet individual needs
  • 4.2 Work with an individual and others to agree how active participation will be implemented
  • 4.3 Demonstrate how active participation can address the holistic needs of an individual
  • 4.4 Demonstrate ways to promote understanding and use of active participation
  • 5. Be able to support the individual’s right to make choices
  • 5.1 Support an individual to make informed choices
  • 5.2 Use own role and authority to support the individual’s right to make choices
  • 5.3 Manage risk in a way that maintains the individual’s right to make choices
  • 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others
  • 6. Be able to promote individuals’ well-being
  • 6.1 Explain the links between identity, self-image, and self-esteem
  • 6.2 Analyse factors that contribute to the well-being of individuals
  • 6.3 Support an individual in a way that promotes their sense of identity, self-image, and self-esteem
  • 6.4 Demonstrate ways to contribute to an environment that promotes well-being
  • 7. Understand the role of risk-assessment in enabling a person-centred approach
  • 7.1 Compare different uses of risk-assessment in care settings
  • 7.2 Explain how risk-taking and risk-assessment relate to rights and responsibilities
  • 7.3 Explain why risk-assessments need to be regularly revised

Module 4 (Mandatory)

Promote effective handling of information in care settings

Understand requirements for handling information in care settings

  1. Identify legislation and codes of practice that relate to handling information in care settings
  2. Summarise the main points of legal requirements and codes of practice for handling information in care settings

Be able to implement good practice in handling information

  1. Describe features of manual and electronic information storage systems that help ensure security
  2. Demonstrate practices that ensure security when storing and accessing information
  3. Maintain records that are up to date, complete, accurate and legible
  4. Support audit processes in line with own role and responsibilities

Be able to support others to handle information

  1. Support others to understand the need for secure handling of information
  2. Support others to understand and contribute to records

Module 5 (Mandatory)

Safeguarding and protection in care settings

Understand principles of safeguarding adults

  1. Explain the term safeguarding
  2. Explain own role and responsibilities in safeguarding individuals
  3. Define the following terms and identify the signs and symptoms for each:
    • Physical abuse
    • Sexual abuse
    • Modern slavery
    • Discriminatory abuse
    • Institutional/organisational abuse
    • Domestic abuse
    • Emotional/psychological abuse
    • Financial/material abuse
    • Self-neglect
    • Neglect by others
  4. Describe harm
  5. Describe restrictive practices

Know how to recognise signs of abuse

  1. Describe factors that may contribute to an individual being more vulnerable to abuse

Know how to respond to suspected or alleged abuse

  1. Explain the actions to take if there are suspicions that an individual is being abused
  2. Explain the actions to take if an individual alleges that they are being abused
  3. Identify ways to ensure that evidence of abuse is preserved

Understand the national and local context of safeguarding and protection from abuse

  1. Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse
  2. Explain the roles of different agencies in safeguarding and protecting individuals from abuse
  3. Identify factors which have featured in reports into serious cases of abuse and neglect
  4. Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing
  5. Identify when to seek support in situations beyond your experience and expertise

Understand ways to reduce the likelihood of abuse

  1. Explain how the likelihood of abuse may be reduced by:
    • working with person centred values
    • promoting choice and rights
    • encouraging active participation
    • supporting individuals with awareness of personal safety
  2. Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse
  3. Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention

Know how to recognise and report unsafe practices

  1. Describe unsafe practices that may affect the well-being of individuals
  2. Explain the actions to take if unsafe practices have been identified
  3. Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response

Understand principles for online safety

  1. Describe the potential risks presented by:
    • the use of electronic communication devices
    • the use of social networking sites
    • the use of the internet
    • carrying out financial transactions online
  2. Explain ways of reducing the risks presented by each of these types of activity
  3. Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices

Module 6 (Mandatory)

Duty of care in care settings

Understand how duty of care contributes to safe practice

  1. Explain what it means to have a duty of care in own work role
  2. Explain how duty of care relates to duty of candour
  3. Explain how duty of care contributes to the safeguarding or protection of individuals

Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care

  1. Describe conflicts or dilemmas that may arise between the duty of care and an individual’s rights
  2. Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care
  3. Explain where to get additional support and advice about conflicts and dilemmas

Know how to respond to complaints

  1. Describe how to respond to complaints
  2. Explain policies and procedures relating to the handling of complaints

Module 7 (Mandatory)

Promote personal development in care settings

Understand what is required for competence in own work role

  1. Describe the duties and responsibilities of own work role
  2. Explain expectations about own work role as expressed in relevant standards
  3. Describe how to work effectively with others

Be able to reflect on practice

  1. Explain the importance of reflective practice in continuously improving the quality of service provided
  2. Reflect on practice to improve the quality of the service provided
  3. Describe how own values, belief systems and experiences may affect working practice

Be able to evaluate own performance

  1. Evaluate own knowledge, performance and understanding against relevant standards
  2. Use feedback to evaluate own performance and inform development

Be able to agree a personal development plan

  1. Identify sources of support for planning and reviewing own development
  2. Work with others to review and prioritise own learning needs, professional interests and development opportunities
  3. Work with others to agree own personal development plan

Be able to use learning opportunities and reflective practice to contribute to personal development

  1. Evaluate how learning activities have affected practice
  2. Explain how reflective practice has led to improved ways of working
  3. Explain why continuing professional development is important
  4. Record progress in relation to personal development

Module 8 (Mandatory)

Promote health, safety and wellbeing in care settings

Understand own responsibilities, and the responsibilities of others, relating to health and safety

  1. Identify legislation relating to health and safety in a care setting
  2. Explain the main points of health and safety policies and procedures agreed with the employer
  3. Analyse the main health and safety responsibilities of:
    • self
    • the employer or manager
    • others in the work setting
  4. Identify specific tasks in the work setting that should not be carried out without special training

Be able to carry out own responsibilities for health and safety

  1. Use policies and procedures or other agreed ways of working that relate to health and safety
  2. Support others understanding of health and safety and follow agreed safe practices
  3. Monitor potential health and safety risks
  4. Use risk assessment in relation to health and safety
  5. Minimise potential risks and hazards
  6. Access additional support or information relating to health and safety

Understand procedures for responding to accidents and sudden illness

  1. Describe different types of accidents and sudden illness that may occur in own work setting
  2. Explain procedures to be followed if an accident or sudden illness should occur

Be able to reduce the spread of infection

  1. Explain own role in supporting others to follow practices that reduce the spread of infection
  2. Describe the causes and spread of infection
  3. Demonstrate the use of Personal Protective Equipment (PPE)
  4. Wash hands using the recommended method
  5. Demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work

Be able to move and handle equipment and other objects safely

  1. Explain the main points of legislation that relate to moving and handling
  2. Explain the principles for safe moving and handling
  3. Move and handle equipment and other objects safely

Be able to handle hazardous substances and materials

  1. Describe types of hazardous substances that may be found in the work setting
  2. Use safe practices when:
    • Storing hazardous substances
    • Using hazardous substances
    • Disposing of hazardous substances and materials

Be able to promote fire safety in the work setting

  1. Describe practices that prevent fires from:
    • starting
    • spreading
  2. Demonstrate measures that prevent fires from
    • starting
    • spreading
  3. Explain emergency procedures to be followed in the event of a fire in the work setting
  4. Ensure clear evacuation routes are maintained at all times

Be able to implement security measures in the work setting

  1. Follow agreed procedures for checking the identity of anyone requesting access to:
    • Premises
    • Information
  2. Use measures to protect own security and the security of others in the work setting
  3. Explain the importance of ensuring that others are aware of own whereabouts

Know how to manage stress

  1. Describe common signs and indicators of stress in self and others
  2. Analyse factors that can trigger stress
  3. Compare strategies for managing stress in self and others
  4. Explain how to access sources of support

Module 9 (Mandatory)

Promote equality and inclusion in care settings

Understand the importance of diversity, equality and inclusion

  1. Explain what is meant by:
    • diversity
    • equality
    • inclusion
    • discrimination
  2. Describe the effects of discrimination
  3. Explain how inclusive practice promotes equality and supports diversity

Be able to work in an inclusive way

  1. Explain how legislation, policy and codes of practice relating to equality, diversity and discrimination apply to own work role
  2. Work with individuals in a way that respects their beliefs, culture, values and preferences

Be able to promote diversity, equality and inclusion

  1. Model inclusive practice
  2. Support others to promote equality and rights
  3. Describe how to challenge discrimination in a way that promotes change

Module 10 (Optional)

Manage team performance

  1. Explain the use of benchmarks in managing performance
  2. Explain a range of quality management techniques to manage team performance
  3. Describe constraints on the ability to amend priorities and plans

Be able to allocate and assure the quality of work

  1. Identify the strengths, competences and expertise of team members
  2. Allocate work on the basis of the strengths, competences and expertise of team members
  3. Identify areas for improvement in team members performance outputs and standards
  4. Amend priorities and plans to take account of changing circumstances
  5. Recommend changes to systems and processes to improve the quality of work

Be able to manage communications within a team

  1. Explain to team members the lines of communication and authority levels
  2. Communicate individual and team objectives, responsibilities and priorities
  3. Use communication methods that are appropriate to the topics, audience and timescales
  4. Provide support to team members when they need it
  5. Agree with team members a process for providing feedback on work progress and any issues arising
  6. Review the effectiveness of team communications and make improvements

Module 11 (Optional)

Manage personal performance and development

Be able to manage personal performance

  1. Agree specific, measurable, achievable, realistic and time-bound (SMART) objectives that align with business needs with line manager
  2. Agree criteria for measuring progress and achievement with line manager
  3. Complete tasks to agreed timescales and quality standards
  4. Report problems beyond their own level of competence and authority to the appropriate person
  5. Take action needed to resolve any problems with personal performance

Be able to manage their own time and workload

  1. Plan and manage workloads and priorities using time management tools and techniques
  2. Take action to minimise distractions that are likely to limit the effective management of time and the achievement of objectives
  3. Explain the benefits of achieving an acceptable work-life balance

Be able to identify their own development needs

  1. Identify organisational policies relating to personal development
  2. Explain the need to maintain a positive attitude to feedback on performance
  3. Explain the potential business benefits of personal development
  4. Identify their own preferred learning style(s)
  5. Identify their own development needs from analyses of the role, personal and team objectives
  6. Use feedback from others to identify their own development needs
  7. Agree specific, measurable, achievable, realistic and time-bound (SMART) development objectives that align with organisational and personal needs

Be able to fulfil a personal development plan

  1. Agree a personal development plan that specifies actions, methods, resources, timescales and review mechanisms
  2. Make use of formal development opportunities that are consistent with business needs
  3. Use informal learning opportunities that contribute to the achievement of personal development objectives
  4. Review progress against agreed objectives and amend plans accordingly
  5. Share lessons learned with others using agreed communication methods

Module 12 (Optional)

Manage individuals’ development in the workplace

Be able to carry out performance appraisals

  1. Explain the purpose of performance reviews and appraisals
  2. Explain techniques to prepare for and carry out appraisals
  3. Provide a private environment in which to carry out appraisals
  4. Carry out performance reviews and appraisals in accordance with organisational policies and procedures
  5. Provide clear, specific and evidence-based feedback sensitively
  6. Agree future actions that are consistent with appraisal findings and identified development needs

Be able to support the learning and development of individual team members

  1. Describe training techniques that can be applied in the workplace
  2. Analyse the advantages and disadvantages of learning and development interventions and methods
  3. Explain organisational learning and development policies and resource availability
  4. Review individuals learning and development needs at regular intervals
  5. Suggest learning and development opportunities and interventions that are likely to meet individual and business needs

Module 13 (Optional)

Lead and manage a team in the care sector

Be able to engage and support team members in the care sector

  1. Explain organisational policies, procedures, values and expectations to team members
  2. Communicate work objectives, priorities and plans in line with operational requirements
  3. Explain the benefits of encouraging suggestions for improvements to work practices
  4. Provide practical support to care team members facing difficulties
  5. Explain the use of leadership techniques to support the care environment
  6. Give recognition for achievements, in line with organisational policies
  7. Explain different ways of motivating people to achieve care quality benchmarks

Be able to manage care team performance

  1. Allocate responsibilities making best use of the expertise within the care team
  2. Agree with care team member(s) specific, measurable objectives (SMART) in line with business needs
  3. Provide individuals with resources to achieve the agreed objectives
  4. Monitor individuals progress, providing support and feedback to help them achieve their objectives
  5. Explain techniques to monitor individuals’ performance
  6. Report on care team performance in line with organisational requirements

Be able to deal with problems within a care team

  1. Assess actual and potential problems and their impact on care services
  2. Report problems beyond the limits of their own competence and authority to the right person
  3. Take action within the limits of their own authority to resolve or reduce conflict
  4. Adapt practices and processes as circumstances change

Module 14 (Optional)

Promote nutrition and hydration in care settings

Understand what makes up a balanced diet

  1. define the main food groups
  2. identify sources of essential nutrients
  3. explain the role of essential nutrients for health
  4. evaluate the impact of poor diet on health and wellbeing
  5. explain what adaptations to a balanced diet may be required for different groups

Understand nutritional guidelines

  1. summarise current national nutritional guidelines for a balanced diet
  2. explain how to access additional support and information relating to nutrition and hydration

Be able to promote nutrition in care settings

  1. explain the importance of a balanced diet
  2. demonstrate how to plan an appropriate balanced diet with an individual
  3. demonstrate how to promote an appropriate balanced diet with an individual
  4. evaluate the effectiveness of different ways of promoting healthy eating

Be able to promote hydration in care settings

  1. explain the importance of hydration
  2. describe signs of dehydration
  3. demonstrate ways to support and promote hydration with individuals
  4. evaluate the effectiveness of different ways of supporting and promoting hydration

Understand how to prevent malnutrition in care settings

  1. describe the factors that may affect nutritional intake
  2. describe the risk factors that may lead to malnutrition
  3. describe the signs of malnutrition
  4. explain ways of ensuring foods and drinks have increased nutritional density through fortification
  5. describe the appropriate use of nutritional supplements

Be able to carry out nutritional screening in care settings

  1. describe the purpose of nutritional screening
  2. carry out nutritional screening
  3. implement the actions identified by nutritional screening
  4. monitor, record and review the actions taken following nutritional screening

Be able to monitor and record nutrition and hydration needs with individuals in care settings

  1. describe the roles and responsibilities of others in assessing and managing the nutritional and hydration needs with individuals
  2. explain ways in which nutrition and hydration can be monitored
  3. monitor and record nutrition and hydration of an individual in accordance with their plan of care

Understand factors that affect special dietary requirements in care settings

  1. describe factors that may promote healthy eating in different groups
  2. describe factors that may create barriers to healthy eating for different groups
  3. explain why individuals may have special dietary requirements
  4. explain why it is important for individuals with special dietary requirements to follow special diets

Module 15 (Optional)

Administer medication to individuals and monitor the effects

Understand legislation, policy and procedures relevant to administration of medication

  1. Identify current legislation, guidelines, policies and protocols relevant to the administration of medication

Know about common types of medication and their use

  1. Describe common types of medication including their effects and potential side effects
  2. Identify medication which demands specific physiological measurements
  3. Describe the common adverse reactions to medication, how each can be recognised, and the appropriate action(s) required
  4. Explain the different routes of medicine administration

Understand procedures and techniques for the administration of medication

  1. Explain the types, purpose and function of materials and equipment needed for the administration of medication via the different routes
  2. Identify the required information from prescriptions / medication administration charts

Prepare for the administration of medication

  1. Apply standard precautions for infection control
  2. Explain ways to ensure the appropriate timing of medication
  3. Obtain the individuals consent and offer information, support and reassurance throughout, in a manner which encourages their co-operation, and which is appropriate to their needs and concerns
  4. Select, check, and prepare correctly the medication according to the medication administration record or medication information leaflet

Administer and monitor medication

  1. Select the route for the administration of medication, according to the individual’s medication administration record and the drug to be administered, and prepare the site if necessary
  2. Safely administer the medication:
    • in line with legislation and local policies
    • in a way which minimises pain, discomfort and trauma to the individual
  3. Describe how to report any immediate problems with the administration
  4. Monitor the individuals condition throughout, recognise any adverse effects, and take the appropriate action without delay
  5. Explain why it may be necessary to confirm that the individual actually takes the medication and does not pass the medication to others
  6. Maintain the security of medication and related records throughout the process
  7. Return medication and related records to the correct place for storage
  8. Describe how to dispose of out of date and part-used medications in accordance with legal and organisational requirements

Module 16 (Optional)

Support individuals with specific communication needs

Understand an individual’s specific communication needs

  1. Explain the importance of meeting an individual’s communication needs
  2. Explain how and when to access information and support in relation to communication needs
  3. Explain how own role and practice can impact on communication with an individual who has specific communication needs
  4. Identify a range of communication methods and aids to support individuals to communicate
  5. Analyse features of the environment that impact on communication
  6. Explain reasons why an individual may use a form of communication that is not based on a formal language system
  7. Describe the potential effects on an individual of having unmet communication needs
  8. Identify specialist services relating to communication technology and aids
  9. Describe types of support that an individual may need in order to use communication technology and aids
  10. Explain the importance of ensuring that communication equipment is correctly set up and working properly
  11. Work in partnership with the individual and others to identify the individual’s communication needs
  12. Contribute to identifying communication methods or aids to meet the individual’s communication needs
  13. Prepare the environment to facilitate communication
  14. Use agreed methods of communication to interact with the individual
  15. Monitor the individuals’ responses during and after the interaction
  16. Adapt own practice to improve communication with the individual
  17. Support the individual to develop communication methods
  18. Provide opportunities for the individual to communicate with others
  19. Support others to be understood by the individual
  20. Support others to understand the individual
  21. Collate information in relation to an individual’s communication and the support provided
  22. Contribute to evaluating the effectiveness of agreed methods of communication and support provided
  23. Work with others to support the continued development of communication

Enrolment and Delivery

Please use our enquiry form or contact us by telephone if you have any queries about this qualification or would like to express an interest to enrol onto this course. A member of our team will be happy to answer any questions, help to make sure this course is right for you and/or your staff team, and talk you through what is involved in enrolment and course completion.

Upon enrolment, you will be assigned a personal tutor who will assist you through achieving successful and meaningful completion of your award. All of the electronic resources, workbooks and assignments required for you to complete the course will be emailed to you for you to commence working with at a time of your convenience. Your tutor will work with you to set targets and milestones that are achievable for you and will check in with you regularly, providing assistance whenever necessary.

On successful completion of your award, your assessor will coordinate with the awarding body for the issuance of your certificates, which will be promptly delivered to you.

Funding and Pricing

Including Assignment, Workbook and Resources:

The full cost of this qualification is £900 per person which is duly invoiced at the point of enrolment.

* You will need to be registered with the Workforce Development Fund if you wish to claim back costs.
** The claim-back £GBP value quoted above was correct as of 28th March 2022.

Upon completion and certification of this qualification, the certificate(s) for your staff members will be sent to you along with all of the supporting data and information required for you to submit your WDF costs claim. This makes the claims process very simple and straightforward. This service is provided as part of the original service charge. No extra fees will apply.

Funding Availability for Care Employers

This care qualification can be funded by Skills for Care as part of the Workforce Development Fund (WDF). The Workforce Development Fund (WDF) is funding from the Department of Health and Social Care (DHSC). It supports the provision of high-quality care and the continuing professional development (CPD) of staff across the adult social care sector by providing a contribution towards the costs of vocational learning. The fund allows you to claim back money towards the costs of workers completing a broad range of adult social care qualifications, learning programmes and digital learning modules.

Organisations wishing to access the funding must meet the Adult Social Care Workforce Data Set (ASC-WDS) requirements for WDF. Further details on this can be accessed on the Skills for Care Website here.

Quality Assurance

This Level 3 Diploma in Adult Care is accredited to the Regulated Qualification Framework (RQF), the new framework for creating and accrediting qualifications in England, Wales and Northern Ireland. The Office of Qualifications and Examinations Regulation (OfQual) regulates this qualification, examinations and assessments in England.

Complete Training is an approved registered centre with the OFQUAL regulated awarding organisation ‘I Can Qualify‘ (iCQ). All our qualifications are subject to both internal and external quality assurance processes to ensure we meet all of the awarding body specifications. All course materials are developed to meet the specific outcomes that make up the full qualification.

Share this page: