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Diploma in Leadership and Management for Adult Care Level 5

Our Level 5 Diploma in Leadership and Management for Adult Care (RQF) is an accredited qualification for individuals working in a leadership/management role within the health and social care sector and is appropriate for managers who have not yet achieved a vocational qualification at Level 5. This level 5 is the equivalent of a foundation degree.

This level 5 will teach you have to guide and inspire teams to make positive differences to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. This will also include business development, financial control, organisational resilience and continuity, as well as for managing risk and leading on organisational change.

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 individual’s.

To achieve this qualification, you need to be working in a management or deputy role within adult social care and no previous qualifications are required.

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 5 Diploma in Leadership and Management for Adult Care (RQF)
Accreditation: iCQ OfQual recognised qualification
OfQual Qualification Accreditation Number (QAN): 603/4136/1
Average time to completion: 8 to 15 months

Course Content

Module 1 (Mandatory)

Equality, Diversity and Inclusion in Adult Care

Champion equality, diversity and inclusion to achieve positive outcomes

  1. Describe the legal context underpinning equality, diversity and inclusion and the effects of discrimination and inclusion
  2. Describe the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in adult care
  3. Evaluate and improve policies, systems, processes and practices that promote equality, diversity and inclusion
  4. Support others to challenge discrimination and exclusion in ways that are likely to achieve change and promote positive outcomes

Module 2 (Mandatory)

Communication and Information Management in Adult Care

Understand models of communication

  1. Analyse theoretical models of communication
  2. Explain how to recognise models of communication used in the work setting and why this is important
  3. Identify why different systems of communication may be needed in different contexts or with different people in adult care settings
  4. Determine how communication underpins
    • sustainable relationships
    • positive outcomes for individuals, families and carers
    • leadership and management of teams
    • conflict resolution
    • partnership working information sharing

Be able to develop communication systems and practices that support positive outcomes

  1. Monitor and evaluate the effectiveness of the communication systems and practices used in own workplace
  2. Propose improvements to communication systems and practices and lead their implementation

Be able to Implement systems for effective information management

  1. Lead the implementation of systems for effective information management to meet legal and ethical requirements
  2. Lead practice to address legal and or ethical conflicts that arise between maintaining confidentiality and sharing information

Module 3 (Mandatory)

Partnership Working in Adult Care

Understand the context of relationships and partnership working

  1. Compare how legislation and regulation influence working relationships with others
  2. Describe how relationships with individuals and carers underpin person centred practice and affect the achievement of positive outcomes for individuals and their families
  3. Evaluate how networking with other agencies and community groups brings benefits both for those using the service and for the sustainability of the organisation
  4. Discuss how integrated working with other agencies delivers better outcomes for individuals and the place of systems leadership in this
  5. Explain the features of effective partnership working across agencies and ways to overcome barriers
  6. Evaluate own role and responsibilities in establishing positive relationships within and beyond the organisation

Lead effective relationships with individuals, carers and families

  1. Model open, respectful and supportive relationships with individuals, carers and their families
  2. Support others to recognise the value of co-production, recognising the contribution and expertise of individuals, carers and families
  3. Ensure individuals and carers are aware of their statutory rights
  4. Implement systems that engage individuals and those important to them for day-to-day practice, decision-making and review

Manage working relationships with colleagues in the organisation to achieve positive outcomes for individuals

  1. Develop procedures to facilitate effective working relationships with colleagues in the organisation
  2. Develop and agree common objectives when working with colleagues
  3. Implement systems and practices that allow colleagues to make appropriate contributions using their specific expertise
  4. Deal constructively with conflicts or dilemmas that arise
  5. Evaluate own working relationships with colleagues

Work in partnership with professionals in other agencies

  1. Negotiate with professionals in other agencies to agree objectives, roles and responsibilities, procedures and ways of working for a specific task or area of work
  2. Use agreed ways of working to carry out own role and support others to carry out their responsibilities
  3. Deal constructively with any challenges that arise
  4. Implement communication and recording systems that comply with current legislation for information sharing between agencies
  5. Challenge, in ways that promote change, any poor practice or failure to work in agreed ways
  6. Evaluate the effectiveness of partnership work and the processes that underpin it and seek agreement for improvements

Module 4 (Mandatory)

Governance in Adult Care

Understand legislation and statutory requirements that underpin adult care provision

  1. Describe legislation and statutory frameworks that applies to service providers
  2. Analyse the effect of legislation and policy on person centred and outcomes-based procedures and practice
  3. Explain how to use local and/or national forums to draw attention to potential conflicts between statutory frameworks and values/principles for good practice

Understand internal governance arrangements within own organisation

  1. Explain internal governance mechanisms and how these relate to its identity as a statutory, private, voluntary or independent organisation
  2. Describe own position of accountability within the governance structure
  3. Explain how agreed ways of working such as protocols, policies and procedures relate to governance and accountability

Module 5 (Mandatory)

Continuous Improvement in Adult Care

Understand how to lead continuous improvement practice

  1. Describe ways to monitor and evaluate progress towards the achievement of positive outcomes and the implementation of person-centred practice
  2. Analyse the value of listening to the views of others
  3. Explain how to review the extent to which systems, processes and practice facilitate positive outcomes

Be able to lead continuous improvement in practice

  1. Monitor and evaluate progress towards the achievement of positive outcomes and the implementation of person-centred practice
  2. Listen to the views of individuals and carers about the care and support the service provides
  3. Use evidence-based research to identify best practice in outcomes based and person-centred practice
  4. Identify and act on lessons learned from incidents that occur; accidents, errors or ‘near misses’
  5. Review the extent to which systems, processes and practice facilitate positive outcomes
  6. Plan for and lead the implementation of improvements to systems, processes and practice

Module 6 (Mandatory)

Innovation and Change in Adult Care

Understand how to develop a vision for the future of the service

  1. Describe the role of the learner within the wider organisation in relation to developing a vision for the service
  2. Evaluate ways to engage with colleagues and key influencers, including people who use services and others in the organisation and the local community, about the future of the service
  3. Illustrate factors likely to have an impact on service provision and the organisation
  4. Describe how to use evidence-based research, analysis and reflection to formulate options for the future of the service and develop a vision which is bold, innovative and embodies core values of adult care
  5. Explain how to express the vision succinctly in a way which engages and inspires others including ‘statements of purpose’
  6. Describe how to monitor developments within the wider adult care system to review the vision and ensure it continues to be compatible and appropriate

Understand principles of effective change management

  1. Describe how to critically evaluate theories and models of good practice about change management
  2. Explain how to use change management tools and techniques to support innovation and business development

Module 7 (Mandatory)

Safeguarding and Protection in Adult Care

Understand requirements for safeguarding of vulnerable adults

  1. Describe the current legislative framework that underpins the safeguarding of vulnerable adults
  2. Explain how national and local guidelines, policies and procedures for safeguarding affect
    • day to day work with individuals
    • the managers’ responsibilities towards individuals, their families and carers as well as team members
  3. Summarise legal provisions in relation to whistleblowing

Lead the implementation of policies and procedures to support safeguarding of vulnerable adults

  1. Ensure that all policies, procedures, systems and processes used in the work setting comply with legal requirements
  2. Support team members to develop the knowledge and skills they need to safeguard vulnerable adults
  3. Plan and implement the review and revision of policies and procedures to ensure continuous improvement in safeguarding of vulnerable adults, the review to include:
    • the views of vulnerable adults and those who are important to them
    • current guidance arising from serious case reviews
    • support systems for staff and others
    • liaison with external organisations
  4. Follow agreed protocols to participate in inter-agency, joint or integrated working in order to protect vulnerable adults

Support safeguarding of children and young people encountered in an adult care service

  1. Describe local systems for safeguarding children and young people and the manager’s responsibilities
  2. Support team members to understand why everyone has a responsibility to act on concerns about the abuse of a child or young person, and the actions to take if a concern, disclosure, or allegation arises

Understand the use and impact of restrictive practices

  1. Define
    • restrictive practices
    • restraint
    • hidden restraint
  2. Explain the impact on safety, dignity, relationships and wellbeing if restrictive practices are used
  3. Describe how person-centred practice and accurate assessment can minimise the use of restrictive practices
  4. Evaluate organisational requirements and legal implications relating to restrictive practices including their use as a last resort

Module 8 (Mandatory)

Leadership and Management in Adult Care

Understand the application of theories of leadership and management

  1. Critically evaluate key theories of management and leadership
  2. Determine how theoretical models are applied to practice potential conflicts between the application of leadership and management models
  3. Describe potential conflicts between the application of leadership and management models and how to address these

Understand leadership and management in adult care settings

  1. Discuss the impact of national policy drivers on management and leadership in adult care services
  2. Explain why managers in social care settings need both leadership and management skills and what these are
  3. Describe why leadership and management styles may need to be adapted to manage different situations
  4. Explain the two-way interaction between leadership and the values/culture of an organisation
  5. Identify ways to establish a culture of continual learning and development in the setting and the importance of learning from experience

Lead commitment to a vision for the service

  1. Communicate own ideas and enthusiasm about the service and its future confidently and in a way which engages others
  2. Support stakeholders within and beyond the organisation to be aware of the vision and the impact it will have on them
  3. Implement Strategies to support the vision and ensure it is shared and owned by those who will be implementing and communicating it

Module 9 (Mandatory)

Supervision and Performance Management in Adult Care

Understand the purpose and practice of professional supervision in adult care settings

  1. Determine the principles, scope and purpose of professional supervision
    1. Evaluate the use of conflict resolution models to address challenges arising during professional supervision
    2. Describe how appraisal processes can be used alongside supervision to manage and improve performance
  2. Explain theories and models of professional supervision
  3. Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision
  4. Evaluate how findings from research, critical reviews and inquiries can be used within professional supervision
  5. Discuss how professional supervision can protect:
    • the supervisor
    • the supervisee
    • individuals, carers and families
  6. Explain how professional supervision can be used to inform performance management
  7. Describe the rationale for using a ‘performance management cycle’ model
  8. Explain how performance indicators can be used to measure practice
  9. Determine factors which can result in a power imbalance in professional supervision and how to address them

Provide professional supervision

  1. Establish agreement with the supervisee on key areas such as:
    • confidentiality, boundaries, roles and accountability
    • the frequency and location of supervision sessions
    • sources of data and evidence that can be used to inform supervision
    • actions to be taken in preparation for supervision
  2. Analyse information from a range of perspectives to build an evidence-based understanding of the supervisee’s performance
  3. Support supervisee to reflect on their practice using the range of information available and their own insights
  4. Provide constructive feedback (positive and negative) that can be used to improve performance
  5. Support supervisee to identify their own development needs
  6. Review and revise targets to meet objectives of the work setting and individual objectives of the supervisee
  7. Support supervisees to explore different methods of addressing challenging situations in their work
  8. Record agreed supervision decisions
  9. Adapt own approaches to professional supervision in light of feedback from supervisees and others

Understand procedures to address performance management and related issues

  1. Explain the organisation’s procedures for addressing conduct and performance issues and own role in them
  2. Describe the organisation’s discipline and grievance procedures and own role in them

Understand principles of professional development in adult care

  1. Explain the importance of continually improving learner’s own knowledge and practice and that of the team
  2. Describe mechanisms and resources that support learning and development in adult care
  3. Describe potential barriers and constraints in relation to professional development in adult care settings
  4. Evaluate different sources and systems of support for professional development
  5. Discuss the importance of reflective practice to improving performance and different models that support this
  6. Explain the importance of literacy, numeracy and digital skills in adult care
  7. Illustrate factors to consider when selecting and commissioning activities for keeping knowledge and practice up to date

Module 10 (Mandatory)

Decision Making in Adult Care

Understand effective decision-making

  1. Describe the range of purposes and situations for which decisions can be required as a manager in social care
  2. Evaluate the role of evidence-based decisions in improving quality
  3. Explain key stages in formal and informal decision-making processes
  4. Critically evaluate the relationship between data, information and intelligence
  5. Determine how to analyse and use data to ensure decisions are evidence based
  6. Explain the purposes and benefits of engaging with individuals and others and respecting their contributions during the decision-making process
  7. Illustrate the range of stakeholders to whom the decision may need to be communicated
  8. Explain the importance of reviewing decisions made and the decision-making process

Carry out effective decision making

  1. Research relevant and accurate information
  2. Engage others in the decision-making process
  3. Structure factual data, recommendations, suggestions and ideas in a logical and meaningful way
  4. Review all available information and make a valid decision
  5. Present conclusions and rationale cogently to different stakeholders so that the decision wins support
  6. Review the decision-making process including own research and thought processes, the contributions made by others and the impact of decisions made
  7. Record and disseminate learning points so as to improve future decision-making in the service

Module 11 (Mandatory)

Resource Management in Adult Care

Understand effective decision-making

  1. Describe the range of purposes and situations for which decisions can be required as a manager in social care
  2. Evaluate the role of evidence-based decisions in improving quality
  3. Explain key stages in formal and informal decision-making processes
  4. Critically evaluate the relationship between data, information and intelligence
  5. Determine how to analyse and use data to ensure decisions are evidence based
  6. Explain the purposes and benefits of engaging with individuals and others and respecting their contributions during the decision-making process
  7. Illustrate the range of stakeholders to whom the decision may need to be communicated
  8. Explain the importance of reviewing decisions made and the decision-making process

Carry out effective decision making

  1. Research relevant and accurate information
  2. Engage others in the decision-making process
  3. Structure factual data, recommendations, suggestions and ideas in a logical and meaningful way
  4. Review all available information and make a valid decision
  5. Present conclusions and rationale cogently to different stakeholders so that the decision wins support
  6. Review the decision-making process including own research and thought processes, the contributions made by others and the impact of decisions made
  7. Record and disseminate learning points so as to improve future decision-making in the service

Module 12 (Mandatory)

Manage Self for Leadership in Adult Care

Understand the importance of self-awareness

  1. Describe how own values, belief systems and experiences affect working practice
  2. Explain how own emotions affect own behaviour and the behaviour of others
  3. Examine strategies for keeping aware of own stress levels and for maintaining well-being
  4. Evaluate how to use feedback and reflective practice to increase own self-awareness

Manage own behaviour

  1. Ensure own actions reflect a high standard of personal integrity
  2. Manage own emotions when interacting with others
  3. Adapt actions and behaviour in response to feedback
  4. Adapt communication in response to the emotional context and communication style of others
  5. Ensure own words and actions reinforce the vision and values of the service
  6. Challenge views, actions, systems and routines that do not match the vision and values of the service

Be able to manage own workload

  1. Use strategies and tools to identify priorities for work
  2. Plan ways to meet responsibilities and organisational priorities while maintaining own wellbeing
  3. Use digital technology to enhance own efficiency
  4. Delegate responsibilities appropriately to others
  5. Revise plans to take account of changing circumstances

Undertake own professional development

  1. Evaluate own knowledge and performance against
    • standards and benchmarks
    • feedback from others
  2. Prioritise own development goals and targets and produce a plan to meet these using learning opportunities that meet objectives and reflect own learning style
  3. Establish a process to evaluate the effectiveness of own professional development plan
  4. Evaluate how own practice has been improved through:
    • reflection on feedback from others
    • reflection on failures and mistakes, successes and achievements
  5. Evaluate how your own practice has improved through the implementation of your professional development plan

Understand principles of professional development in adult care

  1. Describe the importance of continually improving your own knowledge and practice and that of the team
  2. Evaluate mechanisms and resources that support learning and development in adult care
  3. Evaluate potential barriers and constraints in relation to professional development in adult care settings
  4. Identify different sources and systems of support for professional development
  5. Describe the importance of reflective practice to improving performance and different models that support this
  6. Evaluate the importance of literacy, numeracy and digital skills in adult care
  7. Discuss factors to consider when selecting and commissioning activities for keeping knowledge and practice up to date

Module 13 (Mandatory)

Entrepreneurial Skills in Adult Care

Work with others to support an entrepreneurial culture

  1. Recognise aspects of the organisation that are no longer effective in providing a person-centred service
  2. Work with others to identify opportunities for growth and development or redesign as a service and a business
  3. Maintain a culture that supports innovation, change and growth in relation to the service provided and recognises the resource available in the expertise of those using or working in the service

Understand the market of provision for adult care services

  1. Explain how services are commissioned, procured and funded
  2. Illustrate current drivers shaping adult care, funding mechanisms and related services
  3. Describe how own service relates to the wider market
  4. Determine gaps in current market provision
  5. Explain the importance of entrepreneurial skills in ensuring that the market is able to meet future demand for adult care services

Module 14 (Mandatory)

Outcome Based Person Centred Practice in Adult Care

Understand outcomes based and person-centred practice

  1. Describe the features, principles and values of outcomes-based practice and how outcomes-based practice relates to the wellbeing of individuals
  2. Explain the features, principles and values of person-centred practice and how person-centred practice relates to choose and control
  3. Discuss how outcomes-based practice and person-centred practice interlink to support positive change for individuals
  4. Evaluate how active participation contributes to wellbeing and the achievement of positive outcomes
  5. Explain ways of working needed in order for individuals to have choice and control over decisions affecting them and the outcomes they wish to achieve
  6. Evaluate how integrated service provision that crosses traditional boundaries achieves better outcomes for individuals

Lead practice to facilitate positive outcomes for individuals through person centred practice

  1. Facilitate a culture that considers in day to day practice all aspects of individuals’ well-being and their history, preferences, wishes, needs and strengths
  2. Develop and implement a plan to ensure team members have the training and development they need to support individuals in person centred ways for the achievement of positive outcomes
  3. Manage others to work with individuals and to adapt approaches in response
  4. Manage the review of individuals’ preferences, wishes, needs and strengths, and of the approaches used in their care and support
  5. Manage resources in ways that – support individuals to make choices and achieve positive outcomes – promote good health and healthy choices
  6. Implement systems and processes for recording – identification, progress towards and achievement of outcomes – the implementation of person-centred practice

Lead practice to achieve healthcare outcomes

  1. Support others to
    • recognise and record individuals’ current and emerging health needs
    • understand why early identification is important
    • maintain healthcare records in line with requirements
  2. Implement protocols for involving healthcare professionals
  3. Use appropriate healthcare methods to work towards health outcomes with individuals
  4. Work with healthcare professionals to ensure team members have appropriate training to carry out healthcare procedures where required
  5. Ensure lines of accountability for continuing healthcare procedures are understood and agreed

Module 15 (Optional)

Regulatory Processes for Adult Care

Understand systems and requirements for the regulation of adult care services

  1. Discuss reasons for the inspection system in England, key drivers and legislation underpinning it
  2. Explain which services are subject to registration and to inspection
  3. Outline the key areas of enquiry for inspection
  4. Explain the grading system and implications of each grade
  5. Determine sources of information and support

Understand key roles, remits and responsibilities in registered services

  1. Describe the role of the Registered Manager
  2. Describe the role of the Nominated Individual (and who may be appointed to this role)
  3. Describe the responsibilities of the ‘fit and proper person’
  4. Explain the remit of inspectors

Understand the inspection process

  1. Determine who needs to be aware of and/or involved in the inspection process
  2. Explain how to prepare for an inspection
  3. Describe what is involved during an inspection and the information required
  4. Discuss ways to address the outcome and impact of an inspection

Understand the wider range of regulatory requirements that apply to the service

  1. Describe the range of regulation processes that apply to the service or aspects of it
  2. Explain types of information required for each area where different regulatory frameworks may present conflicting requirements
  3. Describe ways to address such conflicts

Module 16 (Optional)

Team Leadership in Adult Care

Provide leadership for a team

  1. Adapt leadership styles to reflect different stages in the team’s development
  2. Establish trust and accountability within the team
  3. Build team commitment to the service and its values by consistently demonstrating own commitment and expressing own vision
  4. Develop, implement and review strategies to support a positive values-based culture in the team
  5. Model and promote team practice that champions diversity, equality and inclusion and challenges discrimination and exclusion

Manage teamwork

  1. Facilitate the participation of team members in agreeing team objectives
  2. Encourage creativity and innovation in planning how to meet team objectives and agree a team plan
  3. Agree roles, responsibilities and personal work objectives with team members taking account of their individual skills, interests, knowledge, expertise and development needs
  4. Support team members to work towards personal and team objectives and monitor progress
  5. Provide feedback on performance to
    • individual team members
    • the team
  6. Work with team members to address any issues with performance and identify opportunities for continuing development
  7. Recognise progress achieved towards team and personal work objectives

Module 17 (Optional)

Manage physical resources

Understand the importance of sustainability when using physical resources.

  1. Explain the importance of using sustainable resources.
  2. Explain the potential impact of resource use on the environment.
  3. Explain how to use resources effectively and efficiently.
  4. Describe actions one can take to minimise any adverse environmental impact of using physical resources.

Be able to identify resource requirements for own area of responsibility

  1. Consult with colleagues to identify their planned activities and corresponding resource needs.
  2. Evaluate past resource use to inform expected future demand.
  3. Identify resource requirements for own area of responsibility

Be able to obtain required resources for own area of responsibility

  1. Submit a business case to procure required resources.
  2. Review and agree required resources with relevant individuals.
  3. Explain an organisations processes for procuring agreed resources

Be able to monitor and review the quality and usage of resources in own area of responsibility

  1. Monitor the quality of resources against required specifications.
  2. Identify differences between actual and planned use of resources and take corrective action.
  3. Analyse the effectiveness and efficiency of resource use in own area of responsibility.
  4. Make recommendations to improve the effectiveness and efficiency of resource use

Module 18 (Optional)

Recruitment and selection within health and social care or children and young people’s settings

Understand the recruitment and selection processes in health and social care or children and young people’s settings

  1. Explain the impact on selection and recruitment processes, in own setting, of:
    • Legislative requirements
    • Regulatory requirements
    • Professional codes
    • Agreed ways of working
  2. Explain circumstances when it is necessary to seek specialist expertise in relation to recruitment and selection
  3. Analyse how serious case reviews and inquiries have contributed to the establishment of policies and procedures within recruitment which safeguard vulnerable adults, children and young people.

Be able to contribute to the recruitment process in health and social care or children’s and young people’s settings

  1. Review job descriptions and person specifications to meet work setting objectives
  2. Work with others to establish the criteria that will be used in the recruitment and selection process
  3. Work with others to establish the methods that will be used in the recruitment and selection process
  4. Involve individuals in the recruitment process

Be able to participate in the selection process in health and social care or children’s and young people’s settings

  1. Use agreed methods to assess candidates
  2. Use agreed criteria to select candidates
  3. Communicate the outcome of the selection process according to the policies and procedures of own setting

Be able to evaluate the recruitment and selection processes in health and social care or children’s and young people’s settings

  1. Evaluate the recruitment and selection methods and criteria used in own setting
  2. Recommend changes for improvement to recruitment and selection processes in own setting

Module 19 (Optional)

Manage induction in health and social care or children and young people’s settings

Understand the purpose of induction for health and social care or children and young people’s settings

  1. Explain why induction is important for practitioners, individuals and organisations
  2. Identify information and support materials that are available to promote effective induction
  3. Explain the link between induction processes, qualifications and progression routes in the sector
  4. Analyse the role of the induction process in supporting others to understand the values, principles and agreed ways of working within a work setting
  5. Analyse the role of induction in safeguarding individuals and others within a work setting

Be able to manage the induction process in health, social care and children and young people’s work settings

  1. Explain the factors that influence induction processes for practitioners
  2. Develop an induction programme in agreement with others
  3. Manage the induction process for practitioners

Be able to support the implementation of induction processes in health, social care and children and young people’s work settings

  1. Identify different methods that can be used to support the induction process for practitioners
  2. Support others involved in the induction of practitioners
  3. Obtain feedback from others on practitioners’ achievement of identified induction requirements
  4. Support practitioners to reflect on their learning and achievement of induction requirements
  5. Provide feedback to practitioners on achievement of induction requirements
  6. Support personal development planning for a practitioner on completion of induction

Be able to evaluate the induction process in health and social care or children and young people’s settings

  1. Explain the importance of continuous organisational improvement in the provision of induction
  2. Obtain feedback on the induction process from practitioners
  3. Obtain feedback on the induction process from others in the work setting
  4. Use feedback to identify areas for improvement within the induction process

Be able to implement improvements to the induction process in health and social care or children and young people’s settings

  1. Work with others to identify improvements within the induction process
  2. Work with others to implement changes required to address areas for improvement within the induction process

Module 20 (Optional)

Risk-Taking in Adult Care

Understand positive risk-taking

  1. Discuss how risk-taking can contribute to the achievement of positive outcomes for individuals
  2. Explain the impact of a risk-averse culture on person centred practice and the well-being of individuals
  3. Describe how supporting others to balance risks and rights informs practice

Understand issues around mental capacity and consent

  1. Discuss the links between consent, risk management and safeguarding
  2. Explain key provisions of legislation regarding mental capacity and how these relate to the service
  3. Identify the support available when mental capacity needs to be assessed
  4. Evaluate systems that support individuals to give informed consent
  5. Describe ways to address situations where consent cannot be given

Lead the implementation of policies, procedures and practices to manage risk

  1. Contribute to the development of policies, procedures and practices to identify, assess and manage risk
  2. Balance the management of risks with an individual’s rights and the duty of care of the organisation
  3. Work with others to assess and manage risks and issues
  4. Evaluate own practice in leading a balanced approach

Understand procedures for health and safety requirements

  1. Evaluate the legislative framework for health and safety in adult care settings
  2. Determine reporting procedures in own area of responsibility

Be able to lead the implementation of procedures for health and safety requirements

  1. Support others to comply with legislative and organisational health and safety policies, procedures and practices relevant to their work
  2. Ensure others are aware of actions if procedures and practices are not complied with
  3. Complete records and reports on health and safety issues according to legislative and organisational requirements
  4. Evaluate and improve health and safety policies, procedures and practices

Module 21 (Optional)

Manage finance within own area of responsibility in health and social care or children and young people’s setting

Understand financial management in own work setting

  1. Explain the importance of effective financial management systems within own work setting
  2. Outline sources of funding that are used to construct the budget for own work setting
  3. Outline the roles, responsibilities and accountability of all those involved in financial management of the budget for own work setting

Be able to plan budget requirement for own area of responsibility

  1. Work with others to calculate the financial resources required to meet objectives within own area of responsibility
  2. Communicate budget requirements within remit of role and responsibility to inform overall budget build
  3. Analyse the impact of an insufficient budget on service delivery
  4. Work with others to prioritise budget allocation in own area of responsibility

Be able to manage a budget

  1. Explain the financial management systems that are available to monitor budget for own area of responsibility
  2. Agree roles and responsibilities of others in recording financial expenditure
  3. Calculate planned expenditure over the financial period
  4. Monitor actual spend against planned expenditure
  5. Analyse variances between planned and actual expenditure
  6. Implement corrective action to address any variances
  7. Make revisions to the budget to take account of variances and new developments

Be able to evaluate financial expenditure within own area of responsibility

  • Review actual expenditure against planned expenditure within financial period
  • Report findings from budget reviews
  • Make recommendations for adjustments for budget planning and management

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 £1650 per person which is duly invoiced at the point of enrolment.

Upon completion and certification of this qualification, the certificate(s) for you/your staff members will be sent to you.

Quality Assurance

This Level 5 Diploma in Leadership and Management for 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.

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