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Children, young people and families manager

Children, young people and families manager

Key information

Reference: ST0087
Date updated: 29/06/2018
Level: 5
Route: Care services
Regulated occupation: No

This occupational standard has options. This document is currently showing all options.

Details of the occupational standard

Higher Technical Qualification

Higher Technical Qualifications (HTQs) are designed to be delivered within a course of education. Some Knowledge, Skills and Behaviours may be more safely and reliably delivered in workplace settings, so may not be fully covered by the HTQ. Some qualifications will deliver additional content or added depth and breadth through, for example, use of specialist learning environments, work placements or innovative teaching methods. Check with the qualification provider if you require further information on coverage.

Occupation summary

As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team(s), your organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change. You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice. You may work either as a Manager in Children's Residential Care or as a Children, Young People and Families Manager in the Community in a range of settings in local authorities, within health organisations, educational and early years settings or children's centres, as well as a wide range of private voluntary and community organisations. You could be solely responsible for the management of a team or service, or be part of a management team. To deliver effectively on a wide range of outcomes you will work on a multi agency basis with professionals from a wide range of backgrounds, as well as team leaders and managers from your own organisation. With a focus on excellence in practice and improved performance, you will encourage Children, Young People and Family Practitioners to gain the skills, knowledge, attitudes and behaviours that will enable them to actively support each child, young person, young adult and family to achieve their potential. You will inform and improve practice by acting on research and new developments into how the needs of children, young people and families are best met. You will model the behaviours that encourage reflective practice, professional confidence and humility. You will challenge and support practitioners and ensure their practice is safe. You will develop and lead an ethos that will enable and inspire practitioners to make a real difference to the lives of children, young people and families.

KSBs

Knowledge

K1: Current research and development in the health and social care sector Back to Duty

K2: Theories underpinning the learning, development and motivation of individuals and teams Back to Duty

K3: The role of the team and the internal and external environment in which it operates Back to Duty

K4: Values and ethics and the principles and practices of diversity, equality, rights and inclusion Back to Duty

K5: Approaches to dignity and respect Back to Duty

K6: The principles and practice of supervision with their staff Back to Duty

K7: The theories and up-to-date research and best practice that underpin practice decision making Back to Duty

K8: The working practices surrounding legislation, national and local solutions for safeguarding and risk management of children, young people and families Back to Duty

K9: A healthy, safe and stimulating environment that fulfils health & safety legislation and requirements Back to Duty

K10: The safeguarding requirements contained within mandatory local safeguarding training or nationally accredited equivalent Back to Duty

K11: The principles and practice of statutory frameworks, standards, guidance and Codes of Practice Back to Duty

K12: The quality assurance of health and social care in line with OFSTED, CQC and other regulatory bodies Back to Duty

K13: Approaches to developing and implementing improvement, including use of data Back to Duty

K14: The theories of intervention that meet the needs of children, young people and adults within the family Back to Duty

K15: The practice and principles of resource management Back to Duty

K16: How to create engagement and innovation in the development of practice Back to Duty

K17: The commissioning cycle and its application Back to Duty

K18: Inter-agency and multi-agency work and its role in ensuring positive outcomes Back to Duty

K19: Techniques to influence, persuade and negotiate with others Back to Duty

K20: Principles of: reflective practice; how people learn; effective continuing professional development Back to Duty

K21: Academic research, evidence-based data, policy developments, practice developments Back to Duty

K22: The principles of long term care and support for children and young people Back to Duty

K23: The legislation, the theoretical approaches and the compliance requirements for running a residential care home for the care and support of children and young people Back to Duty

K24: The theory and best practice in the use of restraint Back to Duty

K25: The national systems of social welfare Back to Duty

K26: Local agencies and community groups Back to Duty

K27: Theoretical approaches to the practice and principles of effective multi-agency working Back to Duty

K28: Theoretical approaches to contemporary social issues that affect family life and the care of children and young people Back to Duty

K29: The priority practice areas in the specific context and their responsibilities within it Back to Duty

K30: Ethical and professional approaches to practice in a partnership context Back to Duty

Skills

S1: Maintains and develops a leadership style that sets the ethos, aims and approach to the work Back to Duty

S2: Manages the application of professional judgement, standards and codes of practice Back to Duty

S3: Creates a strong sense of team purpose Back to Duty

S4: Models an ethos that actively promotes equality, resilience, dignity and respects diversity and inclusion Back to Duty

S5: Actively seeks the views of others Back to Duty

S6: Develops and delivers good quality supervision practice and decision making Back to Duty

S7: Demonstrates evidence based practice and models the effective use of up to date research and theories Back to Duty

S8: Identifies and manages risk Back to Duty

S9: Monitors, evaluates and improves the working environment to ensure it is safe Back to Duty

S10: Sets clear, measurable objectives Back to Duty

S11: Uses data to evaluate the effectiveness of outcomes Back to Duty

S12: Develops, facilitates and leads changes in working practices that deliver improved outcomes Back to Duty

S13: Actively encourages the participation of children, young people and families in service improvement Back to Duty

S14: Manages the quality assurance of the service provided and proposes improvements Back to Duty

S15: Manages and deploys total resource (e.g. people, finance, IT property) to maximise outcomes Back to Duty

S16: Mobilises collective action across service boundaries and within the community to manage resources Back to Duty

S17: Commissions and contract manages external providers Back to Duty

S18: Collaborates with partner agencies and resolves complex issues to achieve best outcomes Back to Duty

S19: Builds an ethos of learning and continuous improvement across partner organisations Back to Duty

S20: Evaluates practice of team members Back to Duty

S21: Assesses learning styles of self and team members and identifies development opportunities Back to Duty

S22: Listens to, challenges and supports practitioners Back to Duty

S23: Engages in reflective practice and develops a learning culture across the team Back to Duty

S24: Ensures each child receives the care and that the continuity of care for each child is in place Back to Duty

S25: Models the behaviour expected from staff and communicates a clear message about the responsibilities required in the care and support of children Back to Duty

S26: Manages and monitors safe systems of physical restraint Back to Duty

S27: Proactively develops and sustains strategies for joint working , to improve outcomes Back to Duty

S28: Demonstrates good awareness of stakeholders Back to Duty

S29: Contributes to and initiates appropriate joint budget arrangements Back to Duty

S30: Leads, implement s and evaluates effective approaches to practice in specific contexts Back to Duty

S31: Audits and measures performance effectively within a multi-agency context Back to Duty

S32: Effectively uses and shares information and data Back to Duty

S33: Leads and develops new approaches to early intervention in a partnership practice Back to Duty

Behaviours

B1: Care: Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice Back to Duty

B2: Compassion: Consideration and concern, combined with robust challenge and support Back to Duty

B3: Courage: Having honest conversations and encouraging practitioners to offer their own solutions to improving practice Back to Duty

B4: Communication: Building relationships with practitioners, peers and partner organisations Back to Duty

B5: Competence: Knowing the business, knowing what good practice looks like in others and having a relentless focus on delivering improved outcomes Back to Duty

B6: Commitment: Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD Back to Duty

FdA Children, Young People and Families Practitioner and Manager

Qualification type: HTQ

Qualification level: 5

Applicant: University of Bedfordshire

Awarding body: University of Bedfordshire

Approval date: 01/01/0001

Occupational pathway: N/A

Placement: No

Aligned occupational standards

ST0087 Children, young people and families manager

Options: Children, Young People & Families Manager within the Community , Manager in Children's Residential Care

End-point assessment (EPA plan)

Rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard

End-point assessment organisation (EPAO)

An organisation approved to deliver end-point assessment for a particular apprenticeship standard. EPAOs must be on the register of end-point assessment organisations

Holistic or synoptic

Assessment of an apprentice’s knowledge, skills and behaviours in an integrated way i.e. assessing several KSBs at the same time

Knowledge, skills and behaviours (KSB)

What is needed to competently undertake the duties required for an occupational standard

Valid

Referred to in relation to assessment methods; fit for purpose

Change request policy

Most changes to an apprenticeship are made as a result of a holistic review of it. We prioritise the need for such reviews based on a range of factors. These include:

the time since the apprenticeship was developed or last reviewed (taking account of its typical duration)
the existence of any known problems with it (e.g. lower than expected starts, low achievement rate, high withdrawal rate, any issues with the availability of training or end-point assessment provision)
whether the apprenticeship is currently subject to a dispensation
the relative significance of the apprenticeship based on how many users it has

The availability of an employer group to support a review and its potential impact on any related technical education product also inform the timing of a review.

Details of apprenticeships that are currently being revised or adjusted are available in our revisions and adjustments status report.

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