Pearson Edexcel Level 5 Diploma In Leadership For Health .
PearsonEdexcel Level 5 Diplomain Leadership for Health andSocial Care and Children andYoung People’s Services(England)SpecificationCompetence-based qualificationFirst registration September 2014Issue 6
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awardingbody offering academic and vocational qualifications that are globally recognised andbenchmarked. For further information, please visit our qualifications website atqualifications.pearson.com. Alternatively, you can get in touch with us using the details onour contact us page at qualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than 70countries working to help people of all ages to make measurable progress in their livesthrough learning. We put the learner at the centre of everything we do, because whereverlearning flourishes, so do people. Find out more about how we can help you and yourlearners at qualifications.pearson.comThis specification is Issue 6. Key changes are listed in the summary table on the next page.We will inform centres of any changes to this issue. The latest issue can be found on thePearson website: qualifications.pearson.comThis qualification was previously known as:Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children andYoung People’s Services (England) (QCF)The QN remains the same.References to third party material made in this specification are made in good faith. Pearsondoes not endorse, approve or accept responsibility for the content of materials, which maybe subject to change, or any opinions expressed therein. (Material may include textbooks,journals, magazines and other publications and websites.)All information in this specification is correct at time of publication.ISBN 978 1 446 94041 9All the material in this publication is copyright Pearson Education Limited 2017
Summary of Pearson Edexcel Level 5 Diploma in Leadershipfor Health and Social Care and Children and Young People’sServices (England) specification Issue 6 changesSummary of changes made between previous issue and thiscurrent issueAll references to QCF have been removed throughout the specificationDefinition of TQT addedDefinition of sizes of qualifications aligned to TQTCredit value range removed and replaced with lowest credit value forthe shortest route through the qualificationTQT value addedGLH range removed and replaced with lowest GLH value for theshortest route through the qualificationReference to credit transfer within the QCF removedQCF references removed from unit titles and unit levels in all unitsGuided learning definition updatedPage/sectionnumberSection 1Section 1Section 2Section 2Section 2Section 8Section 11Section 11Earlier issue(s) show(s) previous changes.If you need further information on these changes or what they mean, contact us via our websiteat: tml.
ContentsPurpose of this specification11Introducing Pearson Edexcel Competence-basedqualifications2What are Competence-based qualifications?2Sizes of NVQ/Competence-based qualifications22Qualification summary and key information43Qualification rationale5Qualification objectives5Relationship with previous qualifications5Apprenticeships6Progression opportunities6Industry support and recognition6Relationship with National Occupational Standards6Qualification structure7Pearson Edexcel Level 5 Diploma in Leadership for Health and SocialCare and Children and Young People’s Services (England)7Children and Young People’s Management Pathway845Children and Young People’s Advanced Practice Pathway14Adults’ Residential Management Pathway20Adults’ Management Pathway26Adults’ Advanced Practice Pathway32Barred Combinations38Programme delivery39Elements of good practice39Learner recruitment, preparation and support39Training and assessment delivery40Employer engagement416Centre resource requirements427Access and recruitment43Prior knowledge, skills and understanding43Access to qualifications for learners with disabilities or specific needs43
89Assessment44Language of assessment44Internal assessment44Assessment strategy45Types of evidence46Appeals47Dealing with malpractice47Reasonable adjustments to assessment47Special consideration47Centre recognition and approval50Centre recognition50Approvals agreement5010 Quality assurance of centres5111 Unit format52Unit title52Unit reference number52Level52Credit value52Guided learning hours52Unit summary52Unit assessment requirements/evidence requirements52Assessment methodology52Learning outcomes53Assessment criteria53Unit content53Unit 1:Use and Develop Systems that Promote Communication54Unit 2:Promote Professional Development59Unit 3:Champion Equality, Diversity and Inclusion64Unit 4:Develop Health and Safety and Risk Management Policies,Procedures and Practices in Health and Social Care orChildren and Young People’s Settings70Unit 5:Work in Partnership in Health and Social Care or Childrenand Young People’s Settings76Unit 6:Understand Children and Young Person’s Development82Unit 7:Lead Practice that Supports Positive Outcomes for Child andYoung Person Development91
Unit 8:Develop and Implement Policies and Procedures to Supportthe Safeguarding of Children and Young PeopleUnit 9:Lead and Manage a Team within a Health and Social Care orChildren and Young People’s Setting104Develop Professional Supervision Practice in Health andSocial Care or Children and Young People’s Work Settings111Unit 11:Lead Practice in Promoting the Wellbeing and Resilience ofChildren and Young People115Unit 12:Manage Health and Social Care Practice to Ensure PositiveOutcomes for Individuals122Unit 13:Safeguarding and Protection of Vulnerable Adults127Unit 14:Lead and Manage Group Living for Adults132Unit 15:Understand Safeguarding of Children and Young People (forthose Working in the Adult Sector)138Unit 16:Lead Person-Centred Practice140Unit 17:Assess the Individual in a Health and Social Care Setting144Unit 18:Develop Procedures and Practice to Respond to Concernsand Complaints147Unit 19:Recruitment and Selection within Health and Social Care orChildren and Young People’s Settings150Unit 20:Facilitate the Development of Effective Group Practice inHealth and Social Care or Children and Young People’sSettings154Unit 21:Facilitate Coaching and Mentoring of Practitioners in Healthand Social Care or Children and Young People’s Settings159Unit 22:Manage Induction in Health and Social Care or Children andYoung People’s Settings163Unit 23:Facilitate Change in Health and Social Care or Children andYoung People’s Settings168Unit 24:Manage an Inter-Professional Team in a Health and SocialCare or Children and Young People’s Setting173Manage Finance within Own Area of Responsibility in Healthand Social Care or Children and Young People’s Setting178Unit 26:Manage Quality in Health and Social Care or Children andYoung People’s Setting182Unit 27:Develop and Evaluate Operational Plans for Own Area ofResponsibility185Unit 28:Manage Physical Resources187Unit 29:Understand Partnership Working190Unit 30:Understand how to Manage a Team192Unit 31:Understanding Professional Supervision Practice195Unit 32:Understand the Process and Experience of Dementia198Unit 33:Understand Physical Disability204Unit 10:Unit 25:98
Unit 34:Understand the Impact of Acquired Brain Injury onIndividuals209Unit 35:Understand Sensory Loss214Unit 36:Principles of Supporting Individuals with a Learning DisabilityRegarding Sexuality and Sexual Health217Unit 37:Manage Domiciliary Services221Unit 38:Lead the Management of Transitions225Unit 39:Lead Positive Behavioural Support229Unit 40:Develop Provision for Family Support236Unit 41:Lead Support for Disabled Children and Young People andtheir Carers239Unit 42:Undertake a Research Project within Services for Health andSocial Care or Children and Young People243Unit 43:Lead Active Support246Unit 44:Active Support: Lead Interactive Training250Unit 45:Promote Access to Healthcare for Individuals with LearningDisabilities254Unit 46:Promote Good Practice in the Support of Individuals withAutistic Spectrum Conditions259Unit 47:Support Families who are Affected by Acquired Brain Injury264Unit 48:Support Families who have a Child with a Disability268Unit 49:Support the Development of Community Partnerships272Unit 50:Support Individuals to Access Housing and AccommodationServices277Unit 51:Support Individuals at the End of Life282Unit 52:Work with Families, Carers and Individuals During Times ofCrisis288Unit 53:Implement the Positive Behavioural Support Model291Unit 54:Support Individuals to Access Education, Training orEmployment300Unit 55:Promote Awareness of Sensory Loss305Unit 56:Support the Use of Assistive Technology308Unit 57:Explore Models of Disability311Unit 58:Support Individuals with Sensory Loss with Communication314Unit 59:Support Individuals with Multiple Conditions and/orDisabilities317Unit 60:Support Children’s Speech, Language and Communication321Unit 61:Understand the Needs of Children and Young People who areVulnerable and Experiencing Poverty and Disadvantage326Unit 62:Independent Mental Capacity Advocacy331Unit 63:Independent Mental Health Advocacy339
Unit 64:Providing Independent Advocacy Management345Unit 65:Providing Independent Advocacy to Adults350Unit 66:Independent Advocacy with Children and Young People355Unit 67:Providing Independent Mental Capacity Advocacy –Deprivation of Liberty Safeguards361Unit 68:Recognise Indications of Substance Misuse and ReferIndividuals to Specialists366Unit 69:Identify and Act Upon Immediate Risk of Danger toSubstance Misusers371Understand Professional Management and Leadership inHealth and Social Care or Children and Young People’sSettings377Unit 71:Understand Advance Care Planning388Unit 72:Understand the factors affecting older people393Unit 73:End of life dementia care396Unit 74:Understand how to support individuals during the last daysof life399Unit 75:Support people who are providing homes to individuals406Unit 76:Support individuals to stay safe from harm or abuse410Unit 77:Assess the needs of carers and families415Unit 70:12 Further information and useful publications41913 Professional development and training420Annexe A: Skills for Care and Development’s AssessmentPrinciples422Annexe B: Qualifications for Assessors424
Purpose of this specificationThis specification sets out: the objectives of the qualification any other qualification that a learner must have completed before taking thequalification any prior knowledge, skills or understanding which the learner is required tohave before taking the qualification the combination of units that a learner must have completed before thequalification will be awarded and any pathways any other requirements that a learner must have satisfied before they will beassessed or before the qualification will be awarded the knowledge, skills and understanding that will be assessed as part of thequalification the method of any assessment and any associated requirements relating to it the criteria against which a learner’s level of attainment will be measured (suchas assessment criteria) assessment requirements and/or evidence requirements required as specifiedby the relevant Sector Skills Council/Standards Setting Body assessment requirements/strategy as published by the relevant Sector SkillsCouncil/Standards Setting Body the Apprenticeship Framework in which the qualification is included, whereappropriate.Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Specification – Issue 6 – March 2017 Pearson Education Limited 20171
1Introducing Pearson Edexcel Competencebased qualificationsWhat are Competence-based qualifications?Competence-based qualifications are work-based qualifications that give learnersthe opportunity to develop and demonstrate their competence in the area of workor job role to which the qualification relates.Competence-based qualifications are based on the National Occupational Standards(NOS) for the appropriate sector. NOS define what employees, or potentialemployees, must be able to do and know, and how well they should undertake worktasks and work roles. At Level 2 and above, these qualifications are recognised asthe competence component of Apprenticeship Frameworks. Qualifications at Level 1can be used in Traineeships, which are stepping-stones to Apprenticeshipqualifications. Competence-based qualifications can also be delivered as standalone for those who wish to take a work-based qualification.Competence-based qualifications are outcomes-based with no fixed learningprogramme - allowing flexible delivery that meets the individual learner’s needs.They are suitable for those in employment or those who are studying at college andhave a part-time job or access to a substantial work placement so that they areable to demonstrate the competencies that are required for work.Most learners will work towards their qualification in the workplace or in settingsthat replicate the working environment as specified in the assessmentrequirements/strategy for the sector. Colleges, training centres and/or employerscan offer these qualifications provided they have access to appropriate physical andhuman resources.Sizes of NVQ/Competence-based qualificationsFor all regulated qualifications, we specify a total number of hours that learners areexpected to undertake in order to complete and show achievement for thequalification – this is the Total Qualification Time (TQT). The TQT value indicatesthe size of a qualification.Within the TQT, we identify the number of Guided Learning Hours (GLH) that acentre delivering the qualification needs to provide. Guided learning meansactivities that directly or immediately involve tutors and assessors in teaching,supervising, and invigilating learners, for example lectures, tutorials, onlineinstruction and supervised study.As well as guided learning, there may be other required learning that is directed bytutors or assessors. This includes, for example, private study, preparation forassessment and undertaking assessment when not under supervision, such aspreparatory reading, revision and independent research.As well as TQT and GLH, qualifications can also have a credit value – equal to onetenth of TQT, rounded to the nearest whole number.TQT and credit values are assigned after consultation with users of thequalifications.2Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Specification – Issue 6 – March 2017 Pearson Education Limited 2017
NVQ/Competence-based qualifications are available in the following sizes: Award – a qualification with a TQT value of 120 or less(equivalent to a range of 1–12 credits) Certificate – a qualification with a TQT value in the range of 121–369(equivalent to a range of 13–36 credits) Diploma – a qualification with a TQT value of 370 or more(equivalent to 37 credits and above).Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Specification – Issue 6 – March 2017 Pearson Education Limited 20173
2Qualification summary and key informationQualification titlePearson Edexcel Level 5Diploma in Leadership for Health andSocial Care and Children and YoungPeople’s Services (England)Qualification Number (QN)601/4438/5Regulation start date27/08/2014Operational start date01/09/2014Approved age ranges19 Please note that sector-specific requirementsor regulations may prevent learners of aparticular age from embarking on thisqualification. Please refer to the assessmentrequirements/strategy.Credit value90AssessmentPortfolio of Evidence (internal assessment).Total Qualification Time (TQT)900Guided learning hours527Grading informationThe qualification and units are gradedpass/fail.Entry requirementsNo prior knowledge, understanding, skills orqualifications are required before learnersregister for this qualification. However,centres must follow the Pearson Access andRecruitment policy (see Section 7, Access andRecruitment).FundingQualifications eligible and funded forpost-16-year-olds can be found on thefunding Hub. The Skills Funding Agency alsopublishes a funding catalogue that lists thequalifications available for 19 funding.Centres will need to use the Qualification Number (QN) when they seek publicfunding for their learners. As well as a QN, each unit within a qualification has aunit reference number (URN).The qualification title, unit titles and QN will appear on each learner’s finalcertificate. Centres should tell learners this when recruiting them and registeringthem with Pearson. There is more information about certification in ourUK Information Manual, available on our website at: qualifications.pearson.com4Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Specification – Issue 6 – March 2017 Pearson Education Limited 2017
3Qualification rationaleQualification objectivesThe Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care andChildren and Young People’s Services (England) is for learners who work in, or whowant to work in the Adult Social Care sector in England.It gives learners the opportunity to: develop and demonstrate competence in leadership roles within either a SocialCare or children and young people’s services setting, such as:oManagers of residential servicesoAssistant managers of residential servicesoAssistant managersoSenior Care workersoDay service managersoDay service assistant managersoManagers of domiciliary servicesoAssistant managers of domiciliary servicesoManagers of community based services. develop technical skills and knowledge and understanding related to thespecified job roles above in health and social care or children and youngpeople’s services such as understanding safeguarding, managing health andsafety risks and partnership working. have existing skills recognised achieve a nationally-recognised Level 5 qualification develop their own personal growth and engagement in learning.Relationship with previous qualificationsThis qualification is a direct replacement for the Pearson Edexcel Level 5 NVQDiploma in Leadership for Health and Social Care and Children and Young People’sServices (England) (QCF), which expired on 31st October 2014. The old qualificationwith QN 600/0744/8 was replaced in order to meet the SASE Higher Apprenticeshipframework requirements for minimum credit value of 90 credits.This new qualification was amended in August 2015 to remove the Children andYoung People’s Residential Management pathway which has been replaced by thenew Pearson BTEC Level 5 Diploma in Leadership and Management for ResidentialChildcare (England) with QN 601/5401/9, which has been live for registration sinceJanuary 2015.Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Specification – Issue 6 – March 2017 Pearson Education Limited 20175
ApprenticeshipsSkills for Care and Development include the Pearson Edexcel Level 5 Diploma inLeadership for Health and Social Care and Children and Young People’s Services(England) as the competencies component for the Higher Apprenticeship in CareLeadership and Management (England) (General Adult Social Care).Apprentices are required to achieve a minimum of 90 credits and must include theunit below, included as an option within the qualification: Unit 70, Understand Professional Management and Leadership in Health andSocial Care or Children and Young People’s Settings (F/504/2218).Progression opportunitiesLearners who achieve the Pearson Edexcel Level 5 Diploma can progress to highereducation courses in health a
Pearson website: qualifications.pearson.com This qualification was previously known as: Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (QCF) The QN remains the same. References to third party material made in this specification are made in good faith. Pearson
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