Ds
THE CARE CERTIFICATE
Training Portfolio
Learners Name
Organisation
Start Date
Evidence of Learning
All learning requirements for the Care Certificate can be recorded in this portfolio.
On successful completion of this Portfolio, the Care Certificate can be awarded.
Contents
Standard 1 Understand your role ...................................................................................................................... 2
Standard 2 Your Personal Development............................................................................................................ 4
Standard 3 Duty of care ..................................................................................................................................... 5
Standard 4 Equality and Diversity ...................................................................................................................... 7
Standard 5 Work in a Person-Centred Way ....................................................................................................... 8
Standard 6 Communication ............................................................................................................................. 10
Standard 7 Privacy and Dignity ........................................................................................................................ 11
Standard 8 Fluids and Nutrition ....................................................................................................................... 13
Standard 9 Awareness of Mental Health, Dementia and Learning Disability.................................................. 14
Standard 10 Safeguarding Adults .................................................................................................................... 16
Standard 11 Safeguarding Children ................................................................................................................. 19
Standard 12 Basic Life Support ........................................................................................................................ 19
Standard 13 Health and Safety ........................................................................................................................ 20
Standard 14 Handling information .................................................................................................................. 23
Standard 15 Infection Prevention and Control ................................................................................................ 24
Assessment for Written Questioning............................................................................................................... 24
Health and Care Worker Review, part 1 .......................................................................................................... 25
Health and Care Worker Review, part 2 .......................................................................................................... 26
Development Plan........................................................................................................................................ 26
Observations of Practice .................................................................................................................................. 27
Mandatory Training ......................................................................................................................................... 29
Online Knowledge Assessment ........................................................................................................................ 30
Completion of the Care Certificate .................................................................................................................. 30
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Learner’s note: Before answering any questions please make sure you have
downloaded this document and do not forget to continually SAVE your work
Standard 1 Understand your role
(1.1b, 1.1d, 1.2b, 1.2d, 1.3b, 1.3c, 1.4a, 1.4b)
1. What does the National Code of Conduct say about how your care and support practice should be?

Be accountable by making sure you can answer for your actions or omissions

Promote and uphold the privacy, dignity, rights, health and wellbeing of people who use health and
care services and their carers at all times

Work in collaboration with your colleagues to ensure the delivery of high quality, safe and
compassionate healthcare, care and support

Communicate in an open, and effective way to promote the health, safety and wellbeing of people
who use health and care services and their carers

Respect a person’s right to confidentiality

Strive to improve the quality of healthcare, care and support through continuing professional
development

Uphold and promote equality, diversity and inclusion
2. What are your organisations aims and objectives?
Aims: These are the goals that your organisation wants to achieve and your role includes helping them to do
this.
Objectives: These are the things that need to be in place in order to achieve the aims.
3. Describe how your own experiences, beliefs and values will help you to deliver positive care
andsupport
Sometimes this can be difficult because your own attitudes and beliefs can interfere and assumptions
can be made that aren't right.
It is important that you develop your self-awareness and learn to understand that an individual's attitude
and beliefs must always be considered first and taken into account when decisions are made about their
care and support.
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4. Explain how your working relationships are different from personal relationships
Working relationships are different to personal relationships and you are expected to remain professional, at
all times.
Receiving a service can be stressful for the individual as it is a sign of losing independence, so you are
expected to have a friendly manner, although you are not their friend.
Forming open and trusting relationships with individuals helps them to accept and enjoy the service that they
need.
Professional boundaries must be managed so that the relationships you form are the same as your colleagues
form and then the individual has a positive opinion of everyone that supports them.
This stops you becoming indispensable to an individual, which would put enormous pressure on you and
create problems for your colleagues when you are not at work.
5. Give 4 examples of professional relationships that you might form at work and the positive impact
that these will have on an individual you support.
Other people
carers
How they might support the individual
Family carers that also care for the individual and
other family members are so important in the
individual's life.
They have background knowledge of the individual
and can share important information with you about
how the individual is reacting to a situation.
There might be valuable information that they can
contribute to the individual's care plan so that they
receive the best service.
You may also help the individual to maintain their
relationships with family members and support
them to express their w
Other professionals
Other professionals must be respected for their
expertise and how they can contribute to an
individual's health and wellbeing.
Working closely with other professionals means
that the individual is going to receive the best
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service and achieve the best outcomes in their care.
Other professionals may include, but is not limited
to a GP, nurses, dieticians, speech therapists, social
workers.
Advocates
Advocates provide support to an individual by
speaking for them on their behalf.
They are specifically trained to gain an individual's
opinion and decision about something and then
communicate that information to those applicable.
An advocate will not make decisions for the
individual but ensure that the individual's wishes are
heard.
Volunteers
Volunteers and other community groups can contribute
freely to an individual care and support, and often provide
an important service where the individual is unable to pay
for it.
Often a volunteering service will provide a visiting service
to an individual that is isolated or doesn't have any family
or friends and is very lonely.
This makes such a positive difference to an individual and
it is important that you respect the difference a volunteer
can make.
6. Why are policies and procedures important in an organisation?
Policies will be based on the law, regulations and national guidance which is why it is important that you adhere to them and follow
procedures.
Consistency
Policies and procedures ensure that everyone works in the same way, which gives consistency in the service.
Processes
Policies and procedures set out processes to follow which prevents confusion and different practice.
This will minimise anxiety.
Enables
Policies and procedures enable you to have confidence in your role because they tell you how to do things correctly.
This in turn instils confidence in the individuals you support and that they are getting the best service.
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Ensures
Policies and procedures ensure high standards of working practice and that your organisation is working to national standards and
legal requirements.
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Standard 2 Your Personal Development
(2.1c, 2.2d, 2.2e, 2.2i)
7. Explain the importance of receiving constructive feedback about your work
The most helpful feedback is always positive or constructive, where you can learn from it.
Specific - Relevant to your practice that has been seen.
Measurable – So that you can judge your progress, and know when you have succeeded.
Achievable – So that you can meet the goal.
Relevant - Associated with the work that you are doing.
Time-based - Given as soon after the event as possible.
8. List the sources of support that you can get from people or meetings
Supportive People
Line manager
Registered care manager
Senior member of the team
Other professionals
Supportive Meetings
Supervision meeting
9. How can Reflective Practice help you in your role?
This is associated with learning from experience. Looking at particular areas of your practice
or experiences can help to close the gap between theory and practical activities at work.
Having opportunity to reflect on your work, or listening to others reflect on their work,
whether positively or negatively will enable you to learn.
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Standard 3 Duty of care
(3.1a, 3.1b, 3.2a, 3.2c, 3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c, 3.5d)
10. Complete the questions in the table below:
How would you define the term
‘Duty of Care’?
A Duty of Care is a moral or legal obligation to ensure
the safety or well-being of vulnerable individuals and
ensuring that they do not suffer any unreasonable harm
or loss.
How will you demonstrate a
‘Duty of Care’ in your role?
11. If an individual wanted to do something that you think is unsafe, how would you deal with
this,whilst taking their rights into consideration?
You must report issues to your line manager and they will support you to help the individual manage
the risk.
Your organisation's Risk Assessment process will also support the right measures being put in so that
the individual can do things safely.
You must always inform your line manager if you are concerned about an individual's safety and wellbeing.
12. What is your understanding of the following, and how can you avoid these situations?
Incident
Adverse Event
These are events that have a negative impact. They This is an action, or lack of it, that leads to harm
usually need investigation because serious harm is which is unexpected, unintended or preventable.
caused and there is damage caused.
Errors
Near Misses
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This is when something is not done as it should be. These are situations where an individual could have
It can happen through bad planning, being forgetful been harmed, but it was prevented. This could be by
or not knowing how to do something properly.
chance or on purpose.
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13. Read the scenario on the screen entitled ‘Handling a Complaint’ and demonstrate what your
response would be in practice by completing the table below
What is the individual complaining about?
She complaints about her wake up time
What is your immediate response to the individual?






Effectively listen to the complaint
Acknowledge what you are told
Explain clearly what you can do to help individual
Follow complaints policy
Report line manager
Record the complaint
What is the importance of learning from complaints?
Less likely to reoccur again same
Where can you obtain guidance about handling
complaints?
Who will advise you on complaints?
Line manager
Care home complaints policy and line manager
Who do you submit your record of the complaint Line manager
to?
14. What law and regulations apply to reporting incidents, adverse events, errors and near misses?
1. Legislation
2. Regulations
3. RADDOR
4. COSHH
5. PUWER
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Standard 4 Equality and Diversity
(4.1a, 4.1c, 4.2c, 4.3a, 4.3b, 4.3c)
15. Explain what the following terms mean
Equality
Diversity
Inclusion
Discrimination
Deliberate Discrimination
Means treating people with fairness and providing the same
opportunities regardless of any differences they may have.
Means recognizing, valuing and taking into account people’s different
backgrounds and experiences.
Inclusion is the act of being included and being a part of something,
it is about being involved.
Discrimination is about seeing differences and making a distinction
in favour of or against. If it is deliberate it means that you
intentionally treat someone unfairly, if it is inadvertent it means that
you unintentionally treat someone unfairly.
Unfairly treating a person differently because of their race, religion or
sexual orientation, and excluding people who use wheelchairs by not
providing access.
Inadvertent Discrimination
16. How can you reduce the likelihood of discrimination, in your role?
By supporting equality and inclusion you will help to reduce the likelihood of discrimination.
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17. Identify a range of sources where you can get guidance on equality, diversity and inclusion

Policies and Procedures

The Code of Conduct

Your organisation's code of practice

Legislation

National Standards
Standard 5 Work in a Person-Centred Way
(5.1a, 5.1c, 5.2a, 5.2b, 5.2c, 5.5d, 5.6a)
18. How will you put person-centred values into practice and promote dignity in your day-to-day
work?
Working in a person-centred way means that you work in partnership with the individual to plan their care
and support.
Dignity and respect are two of the essentials when involving the individual in their care and supporting them
to make their own decisions.
19. Answer the following questions on Care Planning
Why is it important to have information on an
Why should Care Plans
individual’s background?
be updated regularly?
It is also important to find out information on the Care plans need to be reviewed regularly as
person so that you can respect their needs and
standard, at a minimum of once a year, to ensure
beliefs. It may be that their religion does not allow they are still supporting the provision of the best
them to eat certain foods. By finding this out, you possible care and align with a person's needs and
can adjust their diet to meet their individual needs. preferences.
This will help the care plan to be put together with
them.
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20. What is the benefit of Advance Care Planning?
Allow the person to have more choice and control over what happens to them.
21. How would you know that an individual is in pain or discomfort?



Verbal reporting from the individual
Non-verbal communication i.e. gestures, fidgeting
Changes in behaviour i.e. becoming quiet, tearful or aggressive
22. How will you demonstrate that you are person-centred and promote an individual’s self-esteem?






Effective listening
Effective communication
Active participation
Active listening
Informed decisions
Informed choices
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Standard 6 Communication
(6.1a, 6.1c, 6.2a, 6.2b, 6.3a, 6.3b, 6.4b, 6.4c)
23. List a range of methods and styles that can support communication difficulties
24. Why is it important to observe and be receptive to an individual’s reactions when you communicate
with them?
25. When are an individual’s communication needs and preferences usually planned and established?
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26. Complete the questions in the table below
What are barriers to communication?
How can you reduce these barriers?
27. Complete the questions below about confidentiality
What legislation and regulations are
relevant to confidentiality?
When you would need to pass information
on?
Standard 7 Privacy and Dignity
(7.1a, 7.1b, 7.1c, 7.3a, 7.3c, 7.3d, 7.5a, 7.5b, 7.5c, 7.5d)
28. How will you maintain the privacy and dignity of an individual when supporting them?
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29. Identify 2 situations where an individual’s privacy and dignity could be compromised, and how you
would stop this from happening
Situations that could arise
How I would stop this from happening
30. How will you support an individual to make informed choices, without influence?
31. How can you enable an individual to maintain positive relationships with their family and friends?
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Standard 8 Fluids and Nutrition
(8.1a, 8.1b, 8.1c, 8.1d)
32. What is the importance of Food Hygiene?
33. What are the signs and symptoms of poor nutrition and hydration?
34. How can you promote good nutrition and hydration?
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Standard 9 Awareness of Mental Health, Dementia and Learning Disability
(9.1a,9.1b, 9.1c, 9.2b, 9.3a, 9.4a, 9.4b, 9.5a, 9.5b, 9.6a, 9.6b, 9.6c)
35. Complete the questions in the table below
Mental Health Needs
e.g. Psychosis, Depression, Anxiety
Dementia
Learning Disability
How might an
individual feel if they
had the following
conditions?
How might these
conditions influence
their care needs?
36. How can the Social Model of Disability put positivity into a disabled person’s life?
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37. Describe the adjustments to care and support that can be made to help the individuals in the
scenarios below
Michael hasn’t been outside his house for a few months due to anxiety. He is very anxious about
travelling on a bus but needs to attend a hospital appointment in 2 weeks.
Sally gets confused about taking a shower in the mornings, and often refuses help because she is
convinced that she already has had a shower. Her personal hygiene has deteriorated.
Sam has communication difficulties and has become very withdrawn since she recently moved into
a shared house with 3 other people.
38. Describe how the following legislation and legal frameworks promote human rights and give equal
life chances to individuals with mental health issues, dementia or learning disabilities
Human Rights Act 1998
Data Protection Act 2018 and
the General Data Protection
Regulation
Care and Support Statutory
Guidance
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Mental Capacity Act 2005
39. Complete the questions in the table below
What do the following terms mean?
Capacity
Consent
Why is it important to assume capacity, unless there is evidence that the individual lacks capacity?
Standard 10 Safeguarding Adults
(10.1a, 10.1c, 10.1d, 10.1e, 10.1f, 10.1g, 10.1h, 10.2a, 10.2e, 10.2f, 10.3a)
40. Explain what the following terms mean
Safeguarding
Harm
Restrictive Practices
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41. List the main types of abuse with their possible indicators
Type of Abuse
Possible Indicators
42. Why might the situations described below increase the likelihood of an individual experiencing
abuse and neglect?
Having a care service in their
own home
Being cared for in a residential
setting
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Experiencing a mental health
issue
Having communication
difficulties
43. How can you help reduce risks and the likelihood of abuse in your role, and how can the complaints
procedure help with this?
44. What should you do if you suspect abuse, or witness a colleague using unsafe practice?
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Standard 11 Safeguarding Children
(11.1)
45. Describe what your responsibilities are for Safeguarding children and young people, explaining any
further training that you need, if you directly support children
46. List the laws that protect children
Standard 12 Basic Life Support
(12.1)
47. Explain the Basic Life Support Training that you should undertake for your workplace
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48. What does Basic Life Support involve?
Standard 13 Health and Safety
(13.1a, 13.1d, 13.2a, 13.3a, 13.4b, 13.4c, 13.5a, 13.5c, 13.6b, 13.7a, 13.7b, 13.8a, 13.9a, 13.9b,
13.9c)
49. Identify the legislation that relates to health and safety in your workplace
50. What practical training, relating to Health and Safety, should you undertake before carrying out
certain tasks?
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51. What are the risks involved in the following tasks, and how can you help manage them?
Risks
Managing the Risks
1. Supporting an individual to move in a hoist
2. Supporting an individual with taking their medication
3. Supporting an individual to deal with their soiled bed linen
52. If there was an accident or sudden illness in the workplace, what would you do?
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53. Complete the questions in the table below
Once trained in Medication practice, what support duties can you carry out?
Give 2 examples of Healthcare tasks that you are not allowed to perform
54. What security measures should be in place to protect you and the individuals you support
55. Answer the following questions about Fire Safety
What can you do in the workplace to prevent fires from starting or spreading?
What should you do in the event of a fire?
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56. What are you allowed to do and NOT allowed to do in the event of an emergency where first aid is
required?
CAN do
CAN’T do
57. What are the common signs and triggers of stress, and how can you manage the situation if you are
stressed yourself?
Signs
Triggers
I will manage by…
Standard 14 Handling information
(14.1a, 14.1b)
58. Identify the key pieces of legislation that apply to handling information and what you should do to
protect an individual’s data.
The laws that protect information
What I can do to protect information
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59. What security should be in place for records and why is it important to have secure systems?
Standard 15 Infection Prevention and Control
(15.1a, 15.1c, 15.1e)
60. Complete the questions in the table below about Infection Control
What is the main way an infection
can get into the body?
How might your health and
hygiene pose a risk to individuals
you support?
How should you handle infected
waste or soiled linen?
Assessment for Written Questioning
Standard
Questions
1
1-6
2
7-9
3
10-14
4
15-17
5
18-22
6
23-27
7
2831
8
32-34
9
35-39
10
40-44
11
45-46
12
47-48
13
49-57
14
58-59
15
60
Questions requiring actions by learner
Assessor Feedback
Assessor name
Assessor signature
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Health and Care Worker Review, part
This
28 review can replace the Care Worker’s first supervision meeting. Discussion is required for the criteria
listed below and if satisfactory the learner can be marked as competent and knowledgeable.
(1.1a, 1.2a/c, 1.2f, 1.3a, 1.4d, 2.2a/b, 2.2f, 3.5d/e, 5.1b, 5.4b/c, 5.6d, 6.4a, 7.2d, 7.4d, 7.6b/c, 8.2/3e,
9.3b, 10.1b/c/k, 10.2b, 13.1e, 13.2/3/5/8b 14.1d)
The learner has been given a copy of their job description
The learner can:
Describe their main duties and responsibilities
Yes
No
(√)
Explain their role in Safeguarding
Explain the importance of working in agreed ways
Explain what to do if they spot an error
Explain what confidentiality means in their role
Explain the security measures for visitors entering the workplace
Explain the importance of person-centred care
How their own views can impact on an individual
Explain what they can’t do until they have completed full Moving and Handling training
Explain the Healthcare tasks that they can’t perform
Explain how they would discuss concerns in a team meeting
Ask the learner to explain how they would report concerns about the following:
An individual’s unmet needs
(√)
An individual’s spiritual and emotional wellbeing
Confrontation in the workplace
Agreed ways of working
Health and Safety risks
The learner can explain where they would get advice about the following:
Health and Safety
(√)
Safeguarding
Resolving Conflicts
The learner has the required level of literacy, numeracy and
Yes
communication skills to carry out their role
If the answer to the above is ‘No’ they have been supported to access help
Yes
with these skills
If the answer to the above is ‘No’ explain the reasoning for this
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No
No
© Careskills Academy 2020
Health and Care Worker Review, part
29
Development Plan.
(2.1b, 2.1d, 2.1e, 2.2c, 2.2h, 2.2g)
To be completed by the Learner
What has your learning and development experience been like so far?
Is there anything that you are not sure about, where you need further explanation or guidance?
What are your long term professional goals and aspirations?
To be completed by the learner and their line manager together
Learning and Development Aims
Timescale for achievement
Date of Review
Line Manager name
Line Manager signature
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Observations of Practice
1. Basic Life Support
(The following observation is permitted as a simulation exercise during First Aid practical training and the
learner should be signed off as competent by a qualified First Aid Trainer)
Standard: 12.1
(√)
Demonstrated how to perform Cardiopulmonary Resuscitation (CPR)
Comments:
Date:
Trainer name
Trainer position
Trainer signature
2. Communication and Support
(This observation can be carried out when making any of the other required observations)
Standards: 1.1c, 1.4c, 4.2b, 5.6b, 5.6c, 5.7a, 6.5a, 6.6a, 6.6b, 7.2a, 7.2d, 7.6c, 14.1c
Agreed ways of working demonstrated
Demonstrated good partnership working e.g. with nursing team, family, carers
Interaction with the individual/s was respectful of their preferences
Attitude and behaviour promoted individual/s emotional and spiritual wellbeing
Person-centred values demonstrated
Demonstrated good use of verbal communication e.g. tone, position, volume
Demonstrated good use of non-verbal communication e.g. eye contact, body language, pictures,
signs
Ensured that any communication aids/technologies were clean and working e.g. hearing aids
Knew how to report any concerns about the plan of care and support to the appropriate person
Maintained appropriate confidentiality and respected privacy
All records current, complete, accurate and legible
Comments:
Date:
Observer name
Observer position
Observer signature
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(√)
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3. Nutrition and Hydration
Standards: 8.2a, 8.2b, 8.2c, 8.2d, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e
Drinks left in easy reach
Drinks refreshed regularly
Drinks offered in accordance with Care Plan
Support and encouragement to drink given
Nutritional products left within easy reach
Food provided at appropriate temperature for individual to eat
Appropriate utensils provided for individual to eat with
Support and encouragement to eat given
Knew how to report any concerns to the relevant person, regarding nutrition and hydration
Comments:
Date:
Observer name
Observer position
Observer signature
4. Moving and Handling
Standards: 5.3a-b, 5.5a-d, 5.6c, 7.2a-b, 7.4a, 7.6a, 8.3e, 10.1j, 13.3c, 14.1c, 15.1b
Suitable clothing and footwear worn
Knowledgeable in the Care Plan and Risk Assessment for moving the individual
Washed hands, ensuring own cleanliness and hygiene prior to move
Environment prepared adequately and discomfort or distress minimised for the individual
Moving equipment safe, clean and checked for good working order
Appropriate assistance in place i.e. 2nd person for hoist use
Consent gained from individual for the move
Individual encouraged to contribute to the moving process; their independence maximised
Comfort of the individual checked throughout the move
Communicated well throughout the move, including any coordination with a 2 nd person
Dignity and privacy respected throughout the move
Environment restored correctly after the move
Any issues or concerns discussed and reported appropriately
All records current, complete, accurate and legible
Comments:
Date:
Observer name
Observer position
Observer signature
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(√)
(√)
© Careskills Academy 2020
5. Medication
Standards: 5.4c, 5.5c, 7.6c, 8.3e, 13.5c, 13.6b, 14.1c, 15.1b
Demonstrated good hand hygiene
Knowledgeable in the Care Plan and Risk Assessment for the individual’s medication
Gained consent from the individual to support with medication
Prepared adequate aids required by the individual to take their medication
PRN offered to the individual, if appropriate to do so
Ensured working area was prepared correctly for medication support
Checked information on the MAR and medication labels matched correctly
Correct medication was given at the correct time to the individual
Medication administration recorded correctly on the MAR; PRN record completed, if
appropriate
Able to explain what to do if there are any medication errors
Medication returned to agreed storage facilities
Comments:
Date:
Observer name
Observer position
Observer signature
(√)
Mandatory Training
The following mandatory training courses have been completed by the learner and they have
been given the required knowledge, understanding and practical skills for these subjects:
(√)
Moving and Handling
Medication Practice
Safeguarding Adults
Safeguarding Children (if required)
Infection control
Food Hygiene
Fire Safety
First Aid
Other mandatory subjects required by the organisation (please list, if applicable):
Date:
Line Manager name
Line Manager position
Line Manager signature
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Online Knowledge Assessment
Assessors Guidance: learner’s must score 80% to pass their online assessment. If less than 80% is
scored then the learner should retake. As questions are mapped to criteria if less than 100% is scored
then knowledge gaps can be identified in the learner analytics, See Careskills User Guide page 24.
Retake Required
Discussion with line manager to complete knowledge gaps
Learner competent in knowledge required
Comments:
Completion
Score:
Yes
Yes
Yes
Date:
Line Manager name
Line Manager position
Line Manager signature
%
No
No
No
Completion of the Care Certificate
Learner Declaration
(√)
I have completed the written questions and confirm it is my own work
I have completed my online training and assessment for the care certificate
I have completed the required mandatory training for my role
Date:
Learner name
Learner position
Learner signature
Registered Manager Declaration
(√)
The learner has completed and achieved the required criteria for the Care Certificate
The learner has completed the required mandatory training for their role
The learner is competent to carry out their role and responsibilities
The learner has successfully achieved the Care Certificate
Date:
Manager name
Manager position
Manager signature
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