This apprenticeship is in development and is subject to change
An apprenticeship is only available for delivery when both the standard and assessment plan is approved and a funding band (core government contribution) has been assigned to the standard.
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Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in a range of public, private, and voluntary sector organisations to support statutory safeguarding responsibilities to be fulfilled and demonstrate how organisations work to protect an individual’s health, wellbeing and human rights; enabling individuals to live free from harm, abuse and neglect. These include Education and Training Providers, Health and Social Care Providers, Police Support Staff, Fire and Rescue Services, Housing organisations, Charities and the Voluntary Sector, Religious Organisations and Professional Sports Organisations. Safeguarding support officers have an emphasis on preventative safeguarding and cooperate with different organisations to support in making informed decisions in the safeguarding of children and adults. Safeguarding support officers will be skilled in recognising and responding to emerging safeguarding needs, initiating and advocating early intervention when a problem first arises. Safeguarding support officers will be knowledgeable in multi-agency early help strategies, referral pathways and key legislation and processes to help prevent children, young people and adults with care and support needs being referred into safeguarding services. The safeguarding support officer will be able to support staff in developing professional curiosity and how to ask the right questions to gain the information needed to complete any risk assessments. Safeguarding support officers ensure that wellbeing is promoted, having regard to the individual’s views, wishes, feelings and cultural influences in deciding on any action and recognising vulnerable individuals are less likely to identify abuse or report it.
The broad purpose of the occupation is to work alongside designated safeguarding leads to support and enable their employing organisation to safeguard the vulnerable populations they work with. A safeguarding support officer will be the first point of contact when there is a safeguarding concern, conducting initial risk assessments, triaging, and signposting to the most appropriate person within their organisation or external agency if appropriate. The safeguarding support officer will maintain accurate and up to date documentation of any decisions and advice given, ensuring information is accurately recorded and that documentation is safely stored and shared appropriately, proportionately and securely according to national and organisational policy.
In their daily work, an employee in this occupation interacts with staff and volunteers in their organisation, service users and members of the public as the first point of contact for raising safeguarding concerns. Safeguarding support officers will also interact externally with investigative statutory agencies. A safeguarding support officer will report into the designated lead for safeguarding within their organisation.
An employee in this occupation will be responsible for responding and triaging, initial safeguarding concerns. This will include investigating the concern, seeking advice as needed and signposting and or referring to the most appropriate person or organisation. Safeguarding support officers will assist practitioners to collate and assess information and intelligence to prepare an accurate account of the safeguarding concerns to ensure a high-quality referral is made to ensure that the most appropriate action is taken to safeguard the vulnerable persons. Safeguarding support officers will also be responsible for recognising and responding to early signs of abuse and neglect in vulnerable children, young people and adults and supporting staff within their employing organisation to report concerns about the safety of individuals working alongside external organisations and agencies to adhere to safeguarding best practice principles.
A satisfactory enhanced DBS check will be an entry requirement for the programme.
Employers may set their own entry requirements which might typically include a minimum entry age due to the nature of the role.
| Duty | KSBs |
|---|---|
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Duty 1 Act as a first point of contact for safeguarding concerns. |
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Duty 2 Understand and apply knowledge around safeguarding legislation, guidance and policy to the safeguarding work that is undertaken within their own organisation. |
K1 K3 K4 K6 K7 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K22 K23 K24 K28 K30 K31 S1 S3 S4 S5 S6 S7 S8 S9 S10 S12 S13 S14 S16 S17 S18 S19 S20 S22 S23 S24 S25 S26 |
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Duty 3 Prioritise safeguarding concerns and recommend initial courses of action using a tailored approach to suit the needs of the individual, escalating complex cases to senior staff. |
K1 K3 K4 K5 K6 K12 K15 K17 K19 K30 |
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Duty 4 Report safeguarding allegations involving staff to Senior leaders. |
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Duty 5 Make decisions relating to the appropriate sharing of information in the context of safeguarding and information governance procedures/data protection legislation. |
K1 K3 K4 K5 K6 K7 K9 K12 K13 K15 K17 K19 K30 |
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Duty 6 Collate evidence and report data to inform safeguarding meetings, processes and audits. |
K8 K9 K10 K15 K19 K22 K24 K25 K26
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Duty 7 Maintain accurate and up to date safeguarding logs and registers using digital or paper systems in accordance with organisational policies reviews and audits. |
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Duty 8 Escalate concerns when a decision is not in the best interest of the vulnerable person(s) or family and report incidents as appropriate to their organisation. |
K1 K3 K4 K5 K6 K12 K13 K14 K19 K30 |
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Duty 9 Provide safeguarding support to employees working within their own organisation and partner agencies to assist with the implementation of organisational, multi-agency, national safeguarding legislation and guidance. |
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Duty 10 Initiate advice and intelligence to colleagues on safeguarding matters based on current safeguarding policies and procedures. |
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Duty 11 Support the management of a safeguarding caseload and be able to offer assistance to vulnerable people through the safeguarding process. |
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Duty 12 Participate in discussions of safeguarding cases with colleagues to review, reflect and learn from practice. |
K1 K2 K10 K14 K17 K18 K20 K21 K22 K28 K29 K30 K31 |
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Duty 13 Assist with training to colleagues on safeguarding relevant to own organisation's training requirements and ensure stakeholders are aware and compliant with safeguarding related policies and procedures. |
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Duty 14 Contribute to and prepare for external safeguarding inspections, reviews and audits. |
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Duty 15 Maintain own professional development via training and safeguarding supervision, ensuring that knowledge is up to date based on national and local legislation and best practice guidance. |
K3 K14 K16 K17 K20 K21 K22 K23 K26 K27 K28 K29 K30 |
K1: Principles of safeguarding and how to respond to safeguarding concerns within own scope of practice and organisational protocol.
Back to Duty
K2: Methods for person-centred communication.
Back to Duty
K3: How to offer safeguarding advice based on legislation, working in remit of own role.
Back to Duty
K4: The priority and recommended course of action of different safeguarding concerns based on local and national guidance.
Back to Duty
K5: Ways of tailoring responses to safeguarding cases to suit the individuals views, feelings and cultural influences.
Back to Duty
K6: When and how to escalate complex cases to senior staff in line with local policy and procedures.
Back to Duty
K7: Local policy and procedures relating to safeguarding allegations against staff, including whistleblowing, and how to report allegations whilst maintaining confidentiality.
Back to Duty
K8: Ways to use, record and store paper based, digital data and information securely, in line with local and national policies and procedures.
Back to Duty
K9: When and how to share data and information in a safeguarding context, in line with local and national policy and procedures.
Back to Duty
K10: Data sources available to inform safeguarding decisions, in line with local policy and procedures.
Back to Duty
K11: Ways to maintain accurate and up to date safeguarding logs and registers through the use of digital and paper systems in line with local and national policy and procedures.
Back to Duty
K12: Local safeguarding escalation pathways.
Back to Duty
K13: Types of concerns and mechanisms for reporting incidents.
Back to Duty
K14: Referral processes and local well-being services for individuals and staff.
Back to Duty
K15: How to make a comprehensive and accurate referral to children or adult social care.
Back to Duty
K16: Safeguarding legislation, local and national policies, procedures and codes of conduct that apply to own role.
Back to Duty
K17: How to link safeguarding theory to practice.
Back to Duty
K18: Ways to support the management of safeguarding caseloads working together within the wider team.
Back to Duty
K19: The safeguarding process from when a safeguarding concern is raised to the end outcome.
Back to Duty
K20: Different communication styles and approaches to suit the needs of individuals views, feelings and cultural influences.
Back to Duty
K21: Principles of reflective practice and peer support related to safeguarding cases and concerns within scope of own role.
Back to Duty
K22: Published local and national safeguarding reviews and how they can be applied to practice.
Back to Duty
K23: Legislative safeguarding training requirements and how to deliver training content to stakeholders using different teaching and learning approaches.
Back to Duty
K24: Principles of safeguarding inspections, reviews and audits.
Back to Duty
K25: Methods of collating evidence to prepare for external safeguarding inspections, reviews and audits.
Back to Duty
K26: How to interpret the results of inspections, reviews and audits to apply feedback to practice.
Back to Duty
K27: The importance of continuous professional development and identifying and evaluating own learning and development needs.
Back to Duty
K28: Models of safeguarding supervision and how to prepare and access supervision.
Back to Duty
K29: How safeguarding can impact on own wellbeing and personal safety.
Back to Duty
K30: Principles in supporting colleagues to follow safeguarding policy and procedures.
Back to Duty
K31: Principles of safeguarding culture, safeguarding supervision and compassionate care.
Back to Duty
S1: Identify and respond to safeguarding concerns within role and responsibilities.
Back to Duty
S2: Use person-centred communication.
Back to Duty
S3: Use safeguarding legislation and organisational policies and procedures to advise colleagues on safeguarding matters.
Back to Duty
S4: Triage and prioritise safeguarding concerns.
Back to Duty
S5: Recommend courses of action in relation to safeguarding concerns.
Back to Duty
S6: Tailor safeguarding responses to suit the individuals views, feelings and cultural influences.
Back to Duty
S7: Escalate cases to senior staff in accordance with local policy and procedures.
Back to Duty
S8: Report allegations about staff in line with local policies and procedures, whilst maintaining confidentiality.
Back to Duty
S9: Use, record and store paper based and digital data and information securely and in line with local and national policies and procedures.
Back to Duty
S10: Share data and information in a safeguarding context in line with local and national policy and procedures.
Back to Duty
S11: Collate and use data to create reports to inform safeguarding meetings, processes and audits.
Back to Duty
S12: Maintain accurate and up-to-date safeguarding logs and registers through the use of digital or paper systems in line with local and national policy and procedures.
Back to Duty
S13: Identify when decisions are not in an individuals best interest and escalate concerns within scope of own role using the local safeguarding escalation pathway.
Back to Duty
S14: Recognise and report incidents to own organisation.
Back to Duty
S15: Provide emotional and practical support to internal and external stakeholders during safeguarding work.
Back to Duty
S16: Support and supervise internal and external stakeholders to make multi-agency referrals.
Back to Duty
S17: Apply safeguarding legislation, local and national policies, procedures and codes of conduct to safeguarding practice within own role.
Back to Duty
S18: Apply safeguarding theory to practice.
Back to Duty
S19: Work together within the wider team to plan and manage safeguarding caseloads.
Back to Duty
S20: Comply with the safeguarding process when a safeguarding concern is raised in line with organisational policy.
Back to Duty
S21: Use communication styles and approaches to suit the needs of individuals.
Back to Duty
S22: Reflect on own performance within a group environment with other colleagues to inform best safeguarding practice.
Back to Duty
S23: Embed lessons learned from local and national safeguarding reviews to practice.
Back to Duty
S24: Assist with the delivery of safeguarding training to stakeholders in accordance with safeguarding training frameworks to ensure stakeholders achieve desired learning outcomes.
Back to Duty
S25: Collate evidence to prepare for external safeguarding inspections, reviews and audits.
Back to Duty
S26: Apply feedback from safeguarding inspections, reviews and audits to improve safeguarding practice.
Back to Duty
S27: Participate in training and continuous professional development activities and evaluate the impact of learning on own practice.
Back to Duty
S28: To seek advice and support from senior staff to preserve own wellbeing and personal safety when required.
Back to Duty
B1: Treat people fairly and with dignity and respect.
Back to Duty
B2: Be caring and compassionate.
Back to Duty
B3: Show discretion and empathy whilst maintaining confidentiality.
Back to Duty
B4: Be adaptable and consistent.
Back to Duty
B5: Be self-aware, resilient and objective.
Back to Duty
B6: Show honesty and integrity.
Back to Duty
B7: Be professional and courteous.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This document explains the requirements for end-point assessment (EPA) for the safeguarding support officer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Safeguarding support officer apprentices, their employers and training providers should read this document.
A full-time safeguarding support officer apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - presentation with questions:
Assessment method 2 - professional discussion underpinned by portfolio:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 18 months
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The apprentice must:
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|---|---|
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the professional discussion underpinned by portfolio, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Presentation with questions:
Professional discussion underpinned by portfolio:
Overall EPA and apprenticeship can be graded:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain anonymised evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain minimum of 10 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the presentation with questions.
The presentation must cover:
An anonymised case review of a safeguarding case or cases which the apprentice has supported and must include.
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.
The apprentice must submit any presentation materials to the EPAO by the end of week 2 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 2 weeks' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questions is:
Due to the sensitive and potentially distressing nature of the content being discussed within the presentation, EPAOs must ensure that robust processes are in place should a learner become distressed during the assessment. A pause to the presentation timing is acceptable if a learner requires a break or time to compose themselves before continuing the assessment. The integrity of the EPA must be maintained throughout.
The presentation and questions must last 45 minutes. This will typically include a presentation of 25 minutes and questioning lasting 20 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 8 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used due to.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice's competence against the following themes:
The purpose of the independent assessor's questions will be to assess the depth of understanding of the KSBs, draw out contextualised examples and to further clarify skills demonstrated in the portfolio of evidence.
Due to the sensitive and potentially distressing nature of the content being discussed within the professional discussion, EPAOs must ensure that robust processes are in place should a learner become distressed during the assessment. A pause to the professional discussion timing is acceptable if a learner requires a break or time to compose themselves before continuing the assessment. The integrity of the EPA must be maintained throughout.
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 12 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by portfolio:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Communication
K2 K5 K20 S2 S6 S21 B1 B3 |
Explains the methods of person-centred communication and how they use them. (K2, S2) Describes ways of tailoring responses to safeguarding cases to suit individual's views, feelings and cultural influences, and how they treat people fairly with dignity and respect. (K5, S6, B1) Explains how they use different communication styles and approaches showing discretion and empathy whilst maintaining confidentiality to suit the needs of the individual. (K20, S21, B3) |
Evaluates the potential impact on safeguarding responses where they are not tailored to meet individual's views, feelings and cultural influences. (K5, S6) |
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Safeguarding principles
K17 K22 S18 S23 |
Explains how they use published local and national safeguarding reviews, how they embed lessons learned and how they apply theory in their practice. (K17, K22, S18, S23) |
Evaluates lessons learned from published local and national safeguarding reviews and how they impact on their own safeguarding practice. (K22, S23) |
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Data management and recording
K8 K9 K10 K11 K14 K15 S9 S10 S11 S12 B6 |
Explains how they use, record and store paper based, digital data and information securely in line with local and national policies and procedures (K8, S9) Describes when and how they share data and information in a safeguarding context including identifying the data sources available and how they use them to inform decisions in line with local and national policies and procedures. (K9, K10, S10) Explains how they collate and use data to create reports to inform safeguarding meetings, processes and audits. (S11) Explains how they maintain up to date safeguarding logs and registers utilising digital or paper systems in line with local and national policy and procedures. (K11, S12) Explains the referral processes and local wellbeing services for individuals and staff and how they make honest, comprehensive and accurate referrals with integrity to children or adult social care services. (K14, K15, B6) |
Analyses how they use data to create reports to inform safeguarding meetings, processes and audits. (S11) |
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Developing and supporting others
K23 K30 S15 S16 S24 B4 |
Explains how they assist with the delivery of safeguarding training to stakeholders and how they use different teaching and learning approaches, to ensure desired learning outcomes in line with legislative safeguarding training requirements. (K23, S24) Describes how they are adaptable and consistent when providing emotional and practical support whilst supervising colleagues, internal and external stakeholders to make multi-agency referrals and to follow safeguarding policy and procedures. (K30, S15, S16, B4) |
Compares different teaching and learning approaches and how they determine the approach to meet stakeholders desired learning outcomes. (K23, S24) Evaluates the methods they use to support and supervise colleagues, internal and external stakeholders to follow safeguarding policy and procedures. (K30) |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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|---|---|---|
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Collaboration
K12 K18 S13 S19 B7 |
Explains how and where to escalate concerns when decisions are not in the individuals best interest following the local safeguarding escalation pathways and scope of own role. (K12, S13) Describes how they work professionally and courteously with the wider team to support management of safeguarding caseloads. (K18, S19, B7)
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Evaluates the benefits of working with the wider team to manage safeguarding caseloads. (K18, S19)
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Safeguarding practice
K1 K4 K13 K19 K24 K25 K26 K28 K31 S1 S4 S5 S14 S20 S25 S26 B2 |
Explains the principles of safeguarding and how they identify and respond to safeguarding concerns in a caring and compassionate way, following organisational protocols and within role and responsibilities. (K1, S1, S20, B2). Describes the safeguarding process including types of concerns and ways they identify incidents, and the mechanisms for reporting incidents from when the concern is raised to the end outcome. (K13, K19, S14) Explains how they triage, prioritise and recommend courses of action for safeguarding concerns within scope of own role. (K4, S4, S5) Describes the principles and purpose of safeguarding inspections, reviews and audits and how they collate evidence. (K24, K25, S25) Explains how they interpret the results of inspections and apply feedback to improve practice. (K26, S26) Explains how to promote a safeguarding culture that includes models of safeguarding supervision and compassionate care, and how to access and prepare for supervisions. (K28, K31)
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Analyses the potential impact of poor decision making on prioritisation of safeguarding concerns. (K4, S4, S5) Summarises how they can always be prepared for external safeguarding inspections, reviews and audits. (K24, S25) Articulates the benefits of safeguarding supervision and compassionate care as demonstrated by a safeguarding culture (K31) |
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Legislation policy and procedures
K3 K6 K7 K16 S3 S7 S8 S17 |
Explains how they apply safeguarding legislation, local, national, organisational policies and procedures and codes of conduct to their own role and how they advise colleagues on safeguarding matters. (K3, K16, S3, S17) Explains when and how they escalate complex cases to senior staff in line with policy and procedure. (K6, S7) Explains local policy and procedures on whistleblowing and how to report allegations against staff whilst maintaining confidentiality. (K7, S8)
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None |
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Personal development
K21 K27 K29 S22 S27 S28 B5 |
Outlines how they apply the principles of reflective practice to their own performance and the peer support available within a group environment when dealing with safeguarding cases and concerns within scope of own role. (K21, S22) Explains how they identify own learning and development needs with objectivity, participate in continuous professional development and evaluate the impact of learning on own practice and development of resilience. (K27, S27, B5) Describes how safeguarding can impact on their own wellbeing and personal safety and how they seek advice and support from senior staff when required. (K29, S28) |
Evaluates own reflective practice and the benefits of peer support and gives examples of how they impact on own performance, wellbeing and personal safety. (K21, K29, S22, S28)
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Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the presentation with questions and professional discussion underpinned by portfolio in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve a merit the apprentice must achieve a distinction in either the professional discussion underpinned by portfolio or presentation with questions and a pass in the other method. In order to achieve an overall EPA distinction, apprentices must achieve a distinction in two assessment methods, professional discussion underpinned by portfolio and presentation with questions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Presentation with questions | Professional discussion underpinned by portfolio | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Merit |
| Pass | Distinction | Merit |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Principles of safeguarding and how to respond to safeguarding concerns within own scope of practice and organisational protocol. Back to Grading |
Professional discussion underpinned by portfolio |
|
K2
Methods for person-centred communication. Back to Grading |
Presentation with questions |
|
K3
How to offer safeguarding advice based on legislation, working in remit of own role. Back to Grading |
Professional discussion underpinned by portfolio |
|
K4
The priority and recommended course of action of different safeguarding concerns based on local and national guidance. Back to Grading |
Professional discussion underpinned by portfolio |
|
K5
Ways of tailoring responses to safeguarding cases to suit the individuals views, feelings and cultural influences. Back to Grading |
Presentation with questions |
|
K6
When and how to escalate complex cases to senior staff in line with local policy and procedures. Back to Grading |
Professional discussion underpinned by portfolio |
|
K7
Local policy and procedures relating to safeguarding allegations against staff, including whistleblowing, and how to report allegations whilst maintaining confidentiality. Back to Grading |
Professional discussion underpinned by portfolio |
|
K8
Ways to use, record and store paper based, digital data and information securely, in line with local and national policies and procedures. Back to Grading |
Presentation with questions |
|
K9
When and how to share data and information in a safeguarding context, in line with local and national policy and procedures. Back to Grading |
Presentation with questions |
|
K10
Data sources available to inform safeguarding decisions, in line with local policy and procedures. Back to Grading |
Presentation with questions |
|
K11
Ways to maintain accurate and up to date safeguarding logs and registers through the use of digital and paper systems in line with local and national policy and procedures. Back to Grading |
Presentation with questions |
|
K12
Local safeguarding escalation pathways. Back to Grading |
Professional discussion underpinned by portfolio |
|
K13
Types of concerns and mechanisms for reporting incidents. Back to Grading |
Professional discussion underpinned by portfolio |
|
K14
Referral processes and local well-being services for individuals and staff. Back to Grading |
Presentation with questions |
|
K15
How to make a comprehensive and accurate referral to children or adult social care. Back to Grading |
Presentation with questions |
|
K16
Safeguarding legislation, local and national policies, procedures and codes of conduct that apply to own role. Back to Grading |
Professional discussion underpinned by portfolio |
|
K17
How to link safeguarding theory to practice. Back to Grading |
Presentation with questions |
|
K18
Ways to support the management of safeguarding caseloads working together within the wider team. Back to Grading |
Professional discussion underpinned by portfolio |
|
K19
The safeguarding process from when a safeguarding concern is raised to the end outcome. Back to Grading |
Professional discussion underpinned by portfolio |
|
K20
Different communication styles and approaches to suit the needs of individuals views, feelings and cultural influences. Back to Grading |
Presentation with questions |
|
K21
Principles of reflective practice and peer support related to safeguarding cases and concerns within scope of own role. Back to Grading |
Professional discussion underpinned by portfolio |
|
K22
Published local and national safeguarding reviews and how they can be applied to practice. Back to Grading |
Presentation with questions |
|
K23
Legislative safeguarding training requirements and how to deliver training content to stakeholders using different teaching and learning approaches. Back to Grading |
Presentation with questions |
|
K24
Principles of safeguarding inspections, reviews and audits. Back to Grading |
Professional discussion underpinned by portfolio |
|
K25
Methods of collating evidence to prepare for external safeguarding inspections, reviews and audits. Back to Grading |
Professional discussion underpinned by portfolio |
|
K26
How to interpret the results of inspections, reviews and audits to apply feedback to practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
K27
The importance of continuous professional development and identifying and evaluating own learning and development needs. Back to Grading |
Professional discussion underpinned by portfolio |
|
K28
Models of safeguarding supervision and how to prepare and access supervision. Back to Grading |
Professional discussion underpinned by portfolio |
|
K29
How safeguarding can impact on own wellbeing and personal safety. Back to Grading |
Professional discussion underpinned by portfolio |
|
K30
Principles in supporting colleagues to follow safeguarding policy and procedures. Back to Grading |
Presentation with questions |
|
K31
Principles of safeguarding culture, safeguarding supervision and compassionate care. Back to Grading |
Professional discussion underpinned by portfolio |
| Skill | Assessment methods |
|---|---|
|
S1
Identify and respond to safeguarding concerns within role and responsibilities. Back to Grading |
Professional discussion underpinned by portfolio |
|
S2
Use person-centred communication. Back to Grading |
Presentation with questions |
|
S3
Use safeguarding legislation and organisational policies and procedures to advise colleagues on safeguarding matters. Back to Grading |
Professional discussion underpinned by portfolio |
|
S4
Triage and prioritise safeguarding concerns. Back to Grading |
Professional discussion underpinned by portfolio |
|
S5
Recommend courses of action in relation to safeguarding concerns. Back to Grading |
Professional discussion underpinned by portfolio |
|
S6
Tailor safeguarding responses to suit the individuals views, feelings and cultural influences. Back to Grading |
Presentation with questions |
|
S7
Escalate cases to senior staff in accordance with local policy and procedures. Back to Grading |
Professional discussion underpinned by portfolio |
|
S8
Report allegations about staff in line with local policies and procedures, whilst maintaining confidentiality. Back to Grading |
Professional discussion underpinned by portfolio |
|
S9
Use, record and store paper based and digital data and information securely and in line with local and national policies and procedures. Back to Grading |
Presentation with questions |
|
S10
Share data and information in a safeguarding context in line with local and national policy and procedures. Back to Grading |
Presentation with questions |
|
S11
Collate and use data to create reports to inform safeguarding meetings, processes and audits. Back to Grading |
Presentation with questions |
|
S12
Maintain accurate and up-to-date safeguarding logs and registers through the use of digital or paper systems in line with local and national policy and procedures. Back to Grading |
Presentation with questions |
|
S13
Identify when decisions are not in an individuals best interest and escalate concerns within scope of own role using the local safeguarding escalation pathway. Back to Grading |
Professional discussion underpinned by portfolio |
|
S14
Recognise and report incidents to own organisation. Back to Grading |
Professional discussion underpinned by portfolio |
|
S15
Provide emotional and practical support to internal and external stakeholders during safeguarding work. Back to Grading |
Presentation with questions |
|
S16
Support and supervise internal and external stakeholders to make multi-agency referrals. Back to Grading |
Presentation with questions |
|
S17
Apply safeguarding legislation, local and national policies, procedures and codes of conduct to safeguarding practice within own role. Back to Grading |
Professional discussion underpinned by portfolio |
|
S18
Apply safeguarding theory to practice. Back to Grading |
Presentation with questions |
|
S19
Work together within the wider team to plan and manage safeguarding caseloads. Back to Grading |
Professional discussion underpinned by portfolio |
|
S20
Comply with the safeguarding process when a safeguarding concern is raised in line with organisational policy. Back to Grading |
Professional discussion underpinned by portfolio |
|
S21
Use communication styles and approaches to suit the needs of individuals. Back to Grading |
Presentation with questions |
|
S22
Reflect on own performance within a group environment with other colleagues to inform best safeguarding practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
S23
Embed lessons learned from local and national safeguarding reviews to practice. Back to Grading |
Presentation with questions |
|
S24
Assist with the delivery of safeguarding training to stakeholders in accordance with safeguarding training frameworks to ensure stakeholders achieve desired learning outcomes. Back to Grading |
Presentation with questions |
|
S25
Collate evidence to prepare for external safeguarding inspections, reviews and audits. Back to Grading |
Professional discussion underpinned by portfolio |
|
S26
Apply feedback from safeguarding inspections, reviews and audits to improve safeguarding practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
S27
Participate in training and continuous professional development activities and evaluate the impact of learning on own practice. Back to Grading |
Professional discussion underpinned by portfolio |
|
S28
To seek advice and support from senior staff to preserve own wellbeing and personal safety when required. Back to Grading |
Professional discussion underpinned by portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Treat people fairly and with dignity and respect. Back to Grading |
Presentation with questions |
|
B2
Be caring and compassionate. Back to Grading |
Professional discussion underpinned by portfolio |
|
B3
Show discretion and empathy whilst maintaining confidentiality. Back to Grading |
Presentation with questions |
|
B4
Be adaptable and consistent. Back to Grading |
Presentation with questions |
|
B5
Be self-aware, resilient and objective. Back to Grading |
Professional discussion underpinned by portfolio |
|
B6
Show honesty and integrity. Back to Grading |
Presentation with questions |
|
B7
Be professional and courteous. Back to Grading |
Professional discussion underpinned by portfolio |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Communication
K2 K5 K20 S2 S6 S21 B1 B3 |
Methods for person-centred communication. (K2) Ways of tailoring responses to safeguarding cases to suit the individuals views, feelings and cultural influences. (K5) Different communication styles and approaches to suit the needs of individuals views, feelings and cultural influences. (K20) |
Use person-centred communication. (S2) Tailor safeguarding responses to suit the individuals views, feelings and cultural influences. (S6) Use communication styles and approaches to suit the needs of individuals. (S21) |
Treat people fairly and with dignity and respect. (B1) Show discretion and empathy whilst maintaining confidentiality. (B3) |
|
Safeguarding principles
K17 K22 S18 S23 |
How to link safeguarding theory to practice. (K17) Published local and national safeguarding reviews and how they can be applied to practice. (K22) |
Apply safeguarding theory to practice. (S18) Embed lessons learned from local and national safeguarding reviews to practice. (S23) |
None |
|
Data management and recording
K8 K9 K10 K11 K14 K15 S9 S10 S11 S12 B6 |
Ways to use, record and store paper based, digital data and information securely, in line with local and national policies and procedures. (K8) When and how to share data and information in a safeguarding context, in line with local and national policy and procedures. (K9) Data sources available to inform safeguarding decisions, in line with local policy and procedures. (K10) Ways to maintain accurate and up to date safeguarding logs and registers through the use of digital and paper systems in line with local and national policy and procedures. (K11) Referral processes and local well-being services for individuals and staff. (K14) How to make a comprehensive and accurate referral to children or adult social care. (K15) |
Use, record and store paper based and digital data and information securely and in line with local and national policies and procedures. (S9) Share data and information in a safeguarding context in line with local and national policy and procedures. (S10) Collate and use data to create reports to inform safeguarding meetings, processes and audits. (S11) Maintain accurate and up-to-date safeguarding logs and registers through the use of digital or paper systems in line with local and national policy and procedures. (S12) |
Show honesty and integrity. (B6) |
|
Developing and supporting others
K23 K30 S15 S16 S24 B4 |
Legislative safeguarding training requirements and how to deliver training content to stakeholders using different teaching and learning approaches. (K23) Principles in supporting colleagues to follow safeguarding policy and procedures. (K30) |
Provide emotional and practical support to internal and external stakeholders during safeguarding work. (S15) Support and supervise internal and external stakeholders to make multi-agency referrals. (S16) Assist with the delivery of safeguarding training to stakeholders in accordance with safeguarding training frameworks to ensure stakeholders achieve desired learning outcomes. (S24) |
Be adaptable and consistent. (B4) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Collaboration
K12 K18 S13 S19 B7 |
Local safeguarding escalation pathways. (K12) Ways to support the management of safeguarding caseloads working together within the wider team. (K18) |
Identify when decisions are not in an individuals best interest and escalate concerns within scope of own role using the local safeguarding escalation pathway. (S13) Work together within the wider team to plan and manage safeguarding caseloads. (S19) |
Be professional and courteous. (B7) |
|
Safeguarding practice
K1 K4 K13 K19 K24 K25 K26 K28 K31 S1 S4 S5 S14 S20 S25 S26 B2 |
Principles of safeguarding and how to respond to safeguarding concerns within own scope of practice and organisational protocol. (K1) The priority and recommended course of action of different safeguarding concerns based on local and national guidance. (K4) Types of concerns and mechanisms for reporting incidents. (K13) The safeguarding process from when a safeguarding concern is raised to the end outcome. (K19) Principles of safeguarding inspections, reviews and audits. (K24) Methods of collating evidence to prepare for external safeguarding inspections, reviews and audits. (K25) How to interpret the results of inspections, reviews and audits to apply feedback to practice. (K26) Models of safeguarding supervision and how to prepare and access supervision. (K28) Principles of safeguarding culture, safeguarding supervision and compassionate care. (K31) |
Identify and respond to safeguarding concerns within role and responsibilities. (S1) Triage and prioritise safeguarding concerns. (S4) Recommend courses of action in relation to safeguarding concerns. (S5) Recognise and report incidents to own organisation. (S14) Comply with the safeguarding process when a safeguarding concern is raised in line with organisational policy. (S20) Collate evidence to prepare for external safeguarding inspections, reviews and audits. (S25) Apply feedback from safeguarding inspections, reviews and audits to improve safeguarding practice. (S26) |
Be caring and compassionate. (B2) |
|
Legislation policy and procedures
K3 K6 K7 K16 S3 S7 S8 S17 |
How to offer safeguarding advice based on legislation, working in remit of own role. (K3) When and how to escalate complex cases to senior staff in line with local policy and procedures. (K6) Local policy and procedures relating to safeguarding allegations against staff, including whistleblowing, and how to report allegations whilst maintaining confidentiality. (K7) Safeguarding legislation, local and national policies, procedures and codes of conduct that apply to own role. (K16) |
Use safeguarding legislation and organisational policies and procedures to advise colleagues on safeguarding matters. (S3) Escalate cases to senior staff in accordance with local policy and procedures. (S7) Report allegations about staff in line with local policies and procedures, whilst maintaining confidentiality. (S8) Apply safeguarding legislation, local and national policies, procedures and codes of conduct to safeguarding practice within own role. (S17) |
None |
|
Personal development
K21 K27 K29 S22 S27 S28 B5 |
Principles of reflective practice and peer support related to safeguarding cases and concerns within scope of own role. (K21) The importance of continuous professional development and identifying and evaluating own learning and development needs. (K27) How safeguarding can impact on own wellbeing and personal safety. (K29) |
Reflect on own performance within a group environment with other colleagues to inform best safeguarding practice. (S22) Participate in training and continuous professional development activities and evaluate the impact of learning on own practice. (S27) To seek advice and support from senior staff to preserve own wellbeing and personal safety when required. (S28) |
Be self-aware, resilient and objective. (B5) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Not set | Not set | Not set |
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