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