What is an apprenticeship?​

An apprenticeship means learning on the job, at any age. Apprenticeships are not just for young people. In the health and social care sector older apprentices often have great life experiences to contribute.

For apprenticeships of a higher level, individuals can already be working in the sector, and need to do an apprenticeship to advance career opportunities. However, to complete an apprenticeship, the learner is required to complete 20% “off the job” learning.

This 20% is likely to include the following activities:

  • Attending virtual classrooms
  • Contributing to forums
  • Completing assignments
  • Guided reading
  • Reflective diaries
  • Shadowing other members of the team
  • Participating in audits
  • Feedback/learning sessions with some of the people the learner supports
  • Meetings

We specialise in the delivery of Higher Apprenticeships in the Care Sector.

 

How is the programme funded?

Businesses in the UK with an annual wage bill of more than £3 million pay the Levy. Each programme costs £7000 and is funded through the Apprenticeship Levy. Organisations access Levy funding via the Digital Apprenticeship Service (DAS). If you are a SME with a wage bill of less than £3 million per year 95% of the cost is still funded by the government.

There is an additional charge for organisations accessing our specialist pathways or the ‘bolt on’ programmes. This is paid on a monthly basis throughout the programme.

WDF Funding can also be claimed towards the cost of this, to find out more about this click here.

As part of the Government’s response to the COVID-19 pandemic new payments have been introduced for employers that hire between 1 August 2020 and 31 January 2021. This includes:

  • £2,000 for those aged under 25
  • £1,500 for those aged 25 and over ho sign up for this, must be committed to this. Our programmes create organisational change but…

How do our programmes differ?

We have utilised our experience in consultancy and learning and development to offer specialist pathways in dementia, autism and mental health. Informed by many years of collating impact data on social care learning programmes, the 3SpiritUK offer is unique.

We will utilise our sector expertise to undertake a detailed organisational needs analysis. We will take a knowledge management approach so that we can encourage business to consider learning and development at a strategic level, and how this improves business outcomes / quality of life.

Our platforms are set up for apprentices to access learning in the flow of work, to access resources at the point needed: when problems arise, and solutions are required.

Our systems encourage learners to take more control of their own learning which facilitates greater engagement.

Our apprenticeship programmes are highly structured and have key business impacts (see pathway information). We operate a waiting list for our programmes and have three cohort intakes in each year.

Apprenticeships for all ages

Leader in Care – 
Level 5 Dementia Pathway

Who is the programme for?

This programme suits both individuals who want to develop and grow their business and/or individuals who are aspiring managers who have a specific interest in dementia care. This programme is designed for people who are passionate about driving meaningful inclusive practice, and for those who aim to achieve an ‘outstanding’ service. This programme will enable staff to cultivate compassionate services, supporting teams to be responsive and connected to their communities.

This programme is suitable for care and support staff working with individuals of all ages, including younger people with dementia and those with a learning disability.

 

How long will the programme take and what is involved?

This programme is delivered over 18 months. It incorporates the Apprenticeship Standard Leader in Adult Care but is extended to include a robust development programme for best practice in dementia care.

Apprentices are required to complete 20% off the job. Commitment is important, as the programme will be tightly structured. The following activities can be expected as part of the individual learning process:

  • Attending virtual classrooms
  • Contributing to forums
  • Completing assignments
  • Guided Reading
  • Reflective diaries
  • Shadowing other members of the team
  • Participating in audits
  • Meetings
  • Feedback/learning sessions with some of the people the learner supports

Apprentices will meet with their assessors once a month to review progress and access support and guidance. Apprentices will also have access to communities of practice and will be required to contribute and learn from these communities as part of the assessment process. They will have the opportunity to collaborate and learn from peers undertaking similar pathways. Apprentices will be required to actively participate in the virtual classrooms.

End point assessment (EPA):

There will be an external assessment at the end of the programme, once the apprentice has achieved the ‘gateway’ requirements. This includes achieving the Level 5 Diploma in Leadership and Management for Adult Care.
End-point assessment methods, timescales and location

The end-point assessment consists of two distinct assessment methods:

  1. Observation of leadership
  2. Professional discussion

The end-point assessment must be completed over a maximum period of three months after the apprentice has met the EPA gateway requirements.

What the apprentice will achieve:

  • Level 5 Diploma in Leadership and Management for Adult Care.
  • Level 2 English and Maths (If not completed prior to starting the programme). For those with an education, health and care plan, or a legacy statement, the apprentice’s English and Maths requirement is Entry Level 3 at a minimum. For those whose primary language is British Sign Language (BSL), the qualification BSL is an alternative and viable qualification.
  • Dementia Pathway

Which virtual classrooms are included?

The apprentice will also have access to the following virtual classrooms:

  • Self-Awareness for Leadership in Adult Care
  • Communication and Information Management
  • Leadership in Dementia Care
  • Outcome Based Person Centred Practice
  • Resource Management in Adult Social Care
  • Governance and Regulatory Processes
  • Leading and Managing a Team
  • Strategic Approaches to Safeguarding
  • Positive Risk Taking
  • Leading an Inclusive Service
  • Preparing for and Managing Inspections
  • Managing Continuous Improvements
  • Maximising the Use of Technology in Care
  • Innovation and Entrepreneurship
  • Risk Reduction in Dementia Care
  • Sexuality and Intimacy in Dementia Care
  • Developing Capable Environments
  • Multimorbidity and Dementia
  • End of Life in Dementia Care

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Lead Practitioner in Adult Care –
Level 4 Dementia Pathway​

Who is the programme for?

Individuals that are either searching to develop their skills once they’ve completed their Level 3 diploma or have taken on new responsibility in their organisation for project development. This programme encourages learners to support the person to lead a life that makes sense to them, and provides a platform to champion innovative practices.

 

This course is delivered in partnership with Life Story Network CIC.

Additionally, individuals in the following job roles would fit well with this programme:

Dementia Lead, Reablement Worker, Physiotherapy Assistant, Occupational Therapy Assistant, Public Health Associate Worker, Keeping in Contact Worker, Community Care/Support Officer, Social Care Assessor, Care Assessment Officer, Social Services Officer, Brokerage Worker, Rehabilitation and Reablement Assistant, Independence Support Assistant, Reablement Support Workers/Officer, Telecare Assistant and Assistive Technology Co-ordinator/Officer.

This programme is suitable for care and support staff working with individuals of all ages, including younger people with dementia.

Embedded within the programme are development projects which introduce new practices into the service. Examples might include:

  • Developing processes to enable ‘supported decision making’
  • Tackling social isolation in creative ways
  • Developing a programme to teach carers/families specific skills
  • Implementing and reviewing ‘strength based’ practices
  • Implementing a strategy to improve wellbeing / mental health
  • Developing innovative approaches to family/carer support
  • Introducing a new technology into the service and monitoring and reporting on outcomes
  • Devising a new strategy to measure outcomes of reablement programme
  • Completing an audit of the dementia environment and implementing an improvement plan
  • Implementing new systems to support co-production
  • Developing information and resources which assist with risk reduction
  • Implementing a case study review of one client demonstrating positive outcomes for the individual
  • Creating age appropriate services
  • Providing support for individuals to contribute to their communities
  • Implementing a plan of proactive strategies to minimise distress / challenge
  • Introducing a new therapeutic intervention into the service
  • Implementing a plan to improve the nutritional outcomes
  • A programme to challenge poor practice to elevate care and support within a service

How long will the programme take and what is involved?

This programme is delivered over 18 months. It incorporates the Apprenticeship Standard Lead Practice in Adult Care but is extended to include a robust development programme for best practice in dementia care.

Apprentices are required to complete 20% off the job. Commitment is important, as the programme will be tightly structured. The following activities can be expected as part of the individual learning process:

  • Attending virtual classrooms
  • Contributing to forums
  • Completing assignments
  • Guided Reading
  • Reflective diaries
  • Shadowing other members of the team
  • Participating in audits
  • Meetings
  • Feedback/learning sessions with some of the people the learner supports

Apprentices will meet with their assessors once a month to review progress and access support and guidance. Apprentices will also have access to communities of practice and will be required to contribute and learn from these communities as part of the assessment process. They will have the opportunity to collaborate and learn from peers undertaking similar pathways. Apprentices will be required to actively participate in virtual classrooms.

End point assessment:

There will be an external assessment at the end of the programme once the apprentice has achieved the ‘gateway’ requirements. This includes achieving the Level 4 Diploma in Adult Care.

End-point Assessment Methods, Timescales & Location

  • Observation of Practice
  • Professional Discussion.

The end-point assessment must be completed over a maximum total assessment time of two days, within an EPA period lasting typically for three months after the apprentice has met the EPA gateway requirements.

What will the apprentice achieve?

  • Level 4 Diploma in Adult Care
  • Level 2 English and Maths (If not completed prior to starting the programme). For those with an education, health and care plan, or a legacy statement, the apprentice’s English and Maths requirement is Entry Level 3 at a minimum. For those whose primary language is British Sign Language (BSL), the qualification BSL is an alternative and viable qualification.
  • Dementia Pathway

Which virtual classrooms are included?

The apprentice will also have access to the following virtual classrooms:

  • Professional development in adult social care
  • Lead Communication in Adult Social Care
  • Develop, maintain and use records and report
  • Governance in adult care
  • Facilitate person centred assessment to support wellbeing
  • Lead health and safety in adult care settings
  • Support the use of Assistive Technology
  • Understand safeguarding and protection in adult care settings
  • Lead inclusive practice in adult care settings
  • Working in partnership with others
  • Understand personalisation in care and support services
  • Leadership in dementia care
  • Risk reduction in dementia Care
  • Medication and health in dementia care
  • Dementia environment and technology
  • Reablement

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Leader in Care –
Level 5 Autism / LD Pathway​

Who is the programme for?

This programme suits both individuals who want to develop and grow their business and/or individuals who are aspiring managers. It is designed for people who are passionate about driving meaningful inclusive practice, and for those who aim to achieve an ‘outstanding’ service.

How long will the programme take and what is involved?

This programme is delivered over 18 months. It incorporates the Apprenticeship Standard Leader in Adult Care but is extended to include a robust development programme for best practice in autism.

Apprentices are required to complete 20% off the job. Commitment is important, as the programme will be tightly structured. The following activities can be expected as part of the individual learning process:

  • Attending virtual classrooms
  • Contributing to forums
  • Completing assignments
  • Guided Reading
  • Reflective diaries
  • Shadowing other members of the team
  • Participating in audits
  • Meetings

Apprentices will meet with their assessors once a month to review progress and access support and guidance. Apprentices will also have access to communities of practice and will be required to contribute and learn from these communities as part of the assessment process. They will have the opportunity to collaborate and learn from peers undertaking similar pathways. Apprentices will be required to actively participate in the virtual classrooms.

As part of the programme, candidates are permitted to select one of the two Positive Behaviour Support option units if they would prefer. The two option choices available are:

Y/616/9325 Lead active support – This unit is mapped to Level 5 and carries a credit of 4

H/616/9327 Implement the positive behavioural support model – This unit is mapped to Level 4 and carries a credit of 8. These option units will be very well supported by the built-in additional units offered by this pathway. Much of this pathway is cross mapped to the Positive Behaviour Support manager standards and, thus, are an intelligent choice for those interested in developing a positive behaviour support culture within their service.

End point assessment:

There will be an external assessment at the end of the programme once the apprentice has achieved the ‘gateway’ requirements. This includes achieving the Level 5 Diploma in Leadership and Management for Adult Care.

End-point assessment methods, timescales and location

The end-point assessment consists of two distinct assessment methods:

  1. Observation of Leadership
  2. Professional discussion

The end-point assessment must be completed over a maximum period of three months after the apprentice has met the EPA gateway requirements.

What will the apprentice achieve?

  • Level 5 Diploma in Leadership and Management for Adult Care.
  • Level 2 English and Maths (If not completed prior to starting the programme). For those with an education, health and care plan, or a legacy statement, the apprentice’s English and Maths requirement is Entry Level 3 at a minimum. For those whose primary language is British Sign Language (BSL), the qualification BSL is an alternative and viable qualification.
  • Autism Pathway

What access are there to taught classrooms?

The apprentice will also have access to the following virtual classrooms:

  • Manage the Self for Leadership in Adult Care
  • Partnership Working in Adult Care
  • Communication and Information Management in Adult Care
  • Safeguarding and Protection in Adult Care
  • Health and Safety Risk-taking and Risk Management in Adult Care
  • Outcomes Based on Person-centred Practice in Adult Care
  • Resource Management in Adult Care
  • Lead and Manage a Team Within Adult Care
  • Supervision and Performance Management in Adult Care
  • Professional Development in Adult Social care
  • Equality, Diversity and Inclusion in Adult Care
  • Integrating Technology into Your Service
  • Governance and Regulatory Processes in Adult Care Unit
  • Decision Making in Adult Care
  • Manage Continuous Improvement in Adult Care
  • Managing Concerns and Complaints in Adult Care
  • Entrepreneurial Skills in Adult Care
  • Innovation and Change in Adult Care
  • Leadership in Autism & LD Practice (part 1 & 2)
  • Later Life Autism, Health, Mental Health, and Co-morbidity
  • Wellbeing, Quality of Life (including sexuality) and Strengths-based Practice
  • Legislation, Rights and Discrimination, Barriers to Service Provision

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Lead Practitioner in Adult Care - Level 4 Autism / LD Pathway

Lead Practitioner in Adult Care –
Level 4 Autism / LD Pathway​

Who is the programme for?

Individuals that are either searching to develop their skills once they’ve completed their Level 3 diploma or have taken on additional responsibility in project development. The most ideal candidate would be someone who enjoys research and who is passionate and committed to improving the lives of the autistic community.

Additionally, individuals in the following job roles would fit well with this programme:

Senior Support Worker, Deputy Manager, Assistant Manager, Personal Assistant, Day Centre Support Lead / Officer, Physiotherapy Assistant, Occupational Therapy Assistant, Public Health Associate Worker, Keeping in Contact Worker, Domiciliary Care lead, Community Care/Support Officer, Social Care Assessor, Care Assessment Officer, Social Services Officer, Brokerage Worker, Rehabilitation and Reablement Assistant, Independence Support Assistant, Reablement Support Workers/Officer, Telecare Assistant and Assistive Technology Co-ordinator/Officer.

Embedded within the programme is a research project with the aim to improve outcomes for autistic people. Candidates will undertake research relevant to the service user group that they support; this is to identify trends in service barriers, difficulties faced by autistic people, and to identify good practice. The research findings should prove the need for reasonable adjustments and enable positive change within services.

Examples might include:

  1. A high level of refusal for dental checks being noticed. Research may be undertaken into what the cause of the refusal is. Research data might then be used to generate suggestions for additional reasonable adjustments to ease the process.
  2. It is noticed that autistic people in a supported living service really enjoy eating in a specific restaurant. Research is then undertaken to identify the positive elements that this environment is providing. Feedback is then given to the restaurant and to local forums so that good practice can permeate through the community.
  3. Across the county there are a variety of groups of people with learning disabilities who help educate others about health, social issues, and cultural issues. Research is then undertaken to identify if members of the autistic / learning disability community would like to set up their own campaign group to champion a cause they feel passionately about.
  4. Research is undertaken within a service to reflect on a specific area of provision. For example, how preventative safeguarding is supported. This research may then lead to the co-production of new resources which change the way in which information is brought to the people who use such services.
  5. A service researches how their customers feel regarding the responsiveness of the organisation to them as individuals and as a group. The outcome of this research may drive change at senior organisational level if the research indicates that changes need to be made.
  6. Research is taken about an area that is perceived as an area of difficulty by staff in the service. An example of this might be complex decision making for people who have a moderate learning disability. This research could lead to a co-produced supported decision-making tool being developed.

How long will the programme take and what is involved?

This programme is delivered over 18 months. It incorporates the Apprenticeship Standard Lead Practice in Adult Care but is extended to include a robust development programme for best practice in autism.

Apprentices are required to complete 20% off the job. Commitment is important, as the programme will be tightly structured. The following activities can be expected as part of the individual learning process:

  • Attending virtual classrooms
  • Contributing to forums
  • Completing assignments
  • Guided Reading
  • Reflective diaries
  • Shadowing other members of the team
  • Participating in audits
  • Meetings

Apprentices will meet with their assessors once a month to review progress and access support and guidance. Apprentices will also have access to communities of practice and will be required to contribute and learn from these communities as part of the assessment process. They will have the opportunity to collaborate and learn from peers undertaking similar pathways. Apprentice will be required to actively participate in the virtual classrooms.

End point assessment:

There will be an external assessment at the end of the programme once they have achieved the ‘gateway’ requirements. This includes achieving the Level 4 Diploma in Adult Care.

End-point Assessment Methods, Timescales & Location

  • Observation of Practice.
  • Professional Discussion.

The end-point assessment must be completed over a maximum total assessment time
of two days, within an EPA period lasting typically for three months after the apprentice
has met the EPA gateway requirements.

What will the apprentice achieve?

  • Level 4 Diploma in Adult Care
  • Level 2 English and Maths (If not completed prior to starting the programme). For those with an education, health and care plan, or a legacy statement, the apprentice’s English and Maths requirement is Entry Level 3 at a minimum. For those whose primary language is British Sign Language (BSL), the qualification BSL is an alternative and viable qualification.
  • Autism Pathway

What access are there to taught classrooms?

The apprentice will also have access to the following Virtual Classrooms:

  • Personal Development in Adult Social Care
  • Understand safeguarding and protection in adult care settings
  • Safeguard children and young people who are present in the adult care sector
  • Lead health and safety in adult care settings
  • Professional practice in adult care settings
  • Manage quality in adult care settings
  • Lead Communication in Adult Social Care
  • Working in partnership with others
  • Develop, maintain and use records and reports
  • Support the use of Assistive Technology
  • Facilitate person centred assessment to support wellbeing
  • Facilitate support planning to ensure positive outcomes for individuals and to support wellbeing
  • Lead inclusive practice in adult care settings
  • Facilitate change in adult care settings
  • Understand personalisation in care and support services
  • Understand personalisation in care and support services
  • Cognitive & Sensory differences in Autism
  • Improving lived experience for Autistic adults
  • Autism, Physical, Mental Health & Comorbidity
  • Support people at risk of behaviours of concern
  • The ‘spiky’ profile of Autism

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