New Starters
Care Certificate
Manual
0
CONTENTS
Standard 1
Understanding Your Role
Standard 2
Personal Development
Standard 3
Duty of Care
Standard 4
Equality and Diversity
Standard 5
Working in a Person-centred Way
Standard 6
Communication
Standard 7
Privacy and Dignity
Standard 8
Fluids and Nutrition
Standard 9
Autism, Dementia and Cognitive Issues
Standard 10
Safeguarding Adults
Standard 11
Safeguarding Children
Standard 12
Basic Life Support
Standard 13
Health & Safety
Standard 14
Handling Information
Standard 15
Infection Prevention and Control
Assessment
Record of Competency Assessment
1
YOUNG EPILEPSY CARE CERTIFICATE MANUAL
Welcome to your new care role at Young Epilepsy. We hope you find your time here rewarding and
interesting.
Young Epilepsy takes the standards set by our regulators very seriously. New legislation in 2014 has
created learning pathways that are mandatory for care and support staff wherever they work. This
manual supports you in completing the first of these, the Care Certificate, which is applicable to all new
Student Support Workers or Assistant House Managers.
The Care Certificate must be completed within your first three months of employment at Young
Epilepsy, and provides the starting place for your career in Care. The work that you complete for the
Certificate will be useful when you start your Level 3 diploma in Health & Social Care, when you have
passed your probation.
The programme of induction courses you will attend in your first few months at Young Epilepsy are
designed to support the completion of this Care Certificate. You may find it helpful to keep a notebook
specifically for recording key learning points during the various courses so that you have these to refer
to when working through this manual. You will also find information on the Learning & Development
page of the intranet – under the section titled ‘Young Epilepsy Induction’.
You will do best if you learn in a way that suits you. You can access a learning styles questionnaire on
the Appraisal page of the Young Epilepsy intranet site. Once you have completed this, discuss the results
with your manager to identify how you can best be supported in your learning. You should also make
your line manager aware if you have a specific learning need (eg: dyslexia) so that appropriate support
can be put in place.
In addition:
 Talk to and watch colleagues to learn how they do things
 Research on the intranet and internet – useful sites are listed throughout and at the back of this
manual
 Read Codes of Practice and official guidelines, plus familiarise yourself with Young Epilepsy
policies.
 You will have regular supervision meetings with a supervisor in your place of work. Use these
meetings to discuss areas of your work where you feel confident and those where you feel less
confident. There is a lot for you to learn but the support is available to help you achieve the
skills and knowledge to be successful.
Whilst the Care Certificate is used by all care providers and is transferable when staff move employers,
Young Epilepsy is a rather unique environment, supporting children and adult students, and providing
residential care as well as a specialist learning environment. We have therefore created our own
bespoke version of the Care Certificate so that it is totally applicable here. So, even if you have
completed the Care Certificate at another employer, we will most likely ask you to complete our version
when you join us. Also, if you have already achieved the Level 3 Diploma is Health & Social Care, we still
believe it will be beneficial for you to complete the Care Certificate as part of your induction here.
For ease of reference, we will use the word “students” as a generic title for our clients throughout this
document, and “SSWs” will be used as a generic term for new care staff, whether Student Support
Workers or Assistant House Managers
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STANDARD 1 : UNDERSTANDING YOUR ROLE
Your relationship with your students will be different to your relationships with colleagues, friends and
family. It is necessary that you build a professional relationship based on mutual trust and respect. You
need to be able to work in partnership with your students to meet their needs appropriately.
In your role as SSW you may come to mean a great deal to some of your students; they may regard you
as a friend or parent. It is important that you do not take advantage of this attachment and that you
protect our students and yourself from harm. Young Epilepsy have guidelines on issues such as receiving
gifts from students; you will be required to understand and adhere to these. There is also a Safe Working
Practice agreement which will aid your understanding of boundaries.
1.1 Understand your own role
o Describe your main duties and responsibilities
o List the standards and codes of conduct and practice that relate to your role
o Demonstrate that you are working in accordance with the agreed ways of working with your
employer
o Explain how your previous experiences, attitudes and beliefs may affect the way you work.
a) What are the main roles and responsibilities in your job at Young Epilepsy?
b) Record three ways in which your previous experiences (in other employment, education or life)
have or will help you in your new work role
1. Working with children as a nanny taught me to find the best approach to individuals.
2. At school and at the University I had to work as a part of a team, most of a time under a time
pressure.
3. From my previous experience as a nanny I may find a personal care of our student easier to deal
with.
c) List relevant codes of practice, legislation and agreed ways of working that relate to your job
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All Care settings are governed by the same legislation and monitored in the same way (by CQC and HSE).
However the actual working methods of individual organisations will be different.
Find out what Young Epilepsy’s organisational aims and objectives are. Ask your manager about the
organisation’s values.
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1.2 Work in ways that have been agreed with your employer
o Describe your employment rights and responsibilities
o List the aims, objectives and values of your employer
o Explain why it is important to work in ways that are agreed with your employer
o Demonstrate how to access full and up-to-date details of agreed ways of working that are
relevant to your role
o Explain how and when to escalate any concerns you might have (whistleblowing)
o Explain why it is important to be honest and identify where errors may have occurred and to
tell the appropriate person
a) Summarise the aims, objectives and values of Young Epilepsy
b) Why is it important to work in ways that are agreed with your employer? (Think about Young
Epilepsy policies and procedures, and about legislation)
c) How do you know the methods of work that have been agreed at Young Epilepsy?
d) What would you do if you were unsure of the correct way to carry out a task?
I would ask my co-workers or manager. I could also check student’s working file.
To be a good SSW you must be able to work as part of a team. There will be many people involved in
the support of your students, and it is in their best interests for you to develop good working
relationships. Remember that your students are also part of the team and, where possible, they must
be given the opportunity to contribute to all discussions about how their care and support will be
provided.
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Your students may be put at risk if you do not communicate with others involved in their care but you
must also respect issues around data protection and confidentiality.
1.3 Understand working relationships in health and social care
o
o
o
o
Describe your responsibilities to the students you support
Explain how a working relationship is different from a personal relationship
Understand the concept of “a position of trust”
Describe different working relationships in health and social care settings
a) What responsibilities do you have for the individuals you support?
b) Why is it important to have clear set boundaries in your relationships with your students?
c) How will your relationships with students and their families be different to those you have with
people you meet socially outside of work?
d) Describe what is meant by “a position of trust”
1.4 Work in Partnership with Others
o Explain why it is important to work in terms and in partnership with others
o Explain why it is important to work in partnership with key people, advocates and others
who are significant to an individual
o Demonstrate behaviours, attitudes and ways of working that can help improve partnership
working
o Demonstrate how and when to access support and advice above partnership working and
resolving conflicts
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a) Why is it important that you work with other professionals to meet students’ needs?
b) Who else might you work with to meet the students’ needs?
c) Give three examples of times when you would work with other people to meet the students’ needs:
1.
2.
3.
Competency Assessment to be completed by work place supervisor
Date
Supervisor’s signature
Inductee’s signature
6
STANDARD 2 : PERSONAL DEVELOPMENT
2.1 Agree a personal development plan
O
O
O
O
o
Identify sources of support for your own learning and development
Describe the process for agreeing a personal development plan and who should be involved
Explain why feedback from others is important in helping to develop and improve the way
they work
Contribute to writing own personal development plan
Demonstrate how to record the progress made in relation to own personal development
plan
a) Where/when would you expect to discuss your personal development?
b) Why do you think it is necessary to be open to new ideas and to listen to other people’s opinions
when working?
c) How would you know that the way you are working meets appropriate standards?
2.2 Develop own knowledge, skills and understanding
o Describe the functional level of literacy, numeracy and communication skills necessary to
carry out their role
o Explain how to check their current level of literacy, numeracy and communication skills
o Describe how a learning activity has improved their own knowledge, skills and
understanding
o Describe how reflecting on a situation has improved their own knowledge, skills and
understanding
o Describe how feedback from others has developed their own knowledge, skills and
understanding
o Demonstrate how to measure their own knowledge, performance and understanding
against relevant standards
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o
o
o
List the learning opportunities available to them and how they can use them to improve the
way they work
Demonstrate how to record progress in relation to their personal development
Explain why continuing professional development is important
a) How can basic maths help in everyday life?
b) What could you do to further your skills in literacy, numeracy and communication?
Reflective practice is a way of assessing what has been done and deciding how it might be done better
in the future or recognising the things that went well. After carrying out a task or dealing with a new
situation, it may be helpful to spend some time thinking about what you did and deciding whether you
acted correctly or whether you need advice, training or support to improve your abilities.
c) How do you think reflective practice would improve you as a worker?
As an SSW, it is important you are always working to improve your skills and knowledge and that you
build up experience to become more competent as a worker. Your personal development plans will
need to take account of where you are now and where you would like to be in the future. You should
agree realistic goals and be given reasonable support to achieve them.
d) Why is it important to ask for feedback from colleagues, managers and trainers when practising
new skills?
By getting feedbacks, you will be aware to the things that should be changed and the things that
have been done right. That can teach how to react in specific situations, improve skills as a worker
and awareness of meeting students’ needs.
Learning doesn’t just happen in the classroom, much of your learning will happen while you are working.
These are some of the ways in which you should be developing your skills:
 By watching competent colleagues carrying out tasks
 By carrying out tasks yourself, with supervision
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
By reading policies and procedures for safe practice
By making yourself aware of relevant legislation and guidance
e) How would you know if a learning activity had improved your knowledge and skills?
f) Describe a situation at work that you feel has helped you to improve as a worker. Record why and
in what ways you feel you learnt from this event. (This could relate to previous employment.)
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
9
STANDARD 3 : DUTY OF CARE
All health and social care workers have a duty of care to the individuals they support. They must work
in a way which promotes the rights of the clients while protecting them from harm. They must also
ensure that they do not exploit clients’ trust or act in a way that causes them physical or emotional
harm. Client’s wellbeing must be central to the provision of care.
3.1 Understand how duty of care contributes to safe practice
o Define ‘duty of care’
o Describe how the duty of care affects your own work role
a) What does the term ‘duty of care’ mean and why is it so important?
The term concerns a moral or legal commitment to ensure the safety or wellbeing of the students. It
is important to keep the student safe and protect them from any harm and furthermore to take
care of the students wellbeing.
Your students have the same rights and freedom as any other individual. The Human Rights Act 1998
and the Mental Capacity Act 2005 make it a legal duty for you to respect adult students’ rights to make
choices and take actions for themselves and to be cared for in a way which restricts their freedom as
little as possible, in line with their assessed mental capacity.
Students, like everyone else, may want to take risks: they may make unwise decisions or do things which
have the potential to be harmful. These are not sufficient reason to restrict their freedom: if a student
has the mental capacity to make choices, they must be allowed to do so. Your instinct may be to protect
students from harm but you must ask yourself if you have the right to prevent them living their lives as
they want to. It can be difficult to balance your duty of care with student rights and, because of this,
we can sometimes restrict people unnecessarily. It is your duty as an SSW to guide and advise students
and evidence that you have done so.
3.2 Understand the support available for addressing dilemmas that may arise about duty of care
o
o
o
Describe dilemmas that may arise between the duty of care and an individual’s rights
Explain what they must and must not do within their role in managing conflicts and
dilemmas
Explain where to get additional support and advice about how to resolve such dilemmas
a) A student refuses to take their epilepsy medication. How would you deal with this situation? What
would you not do? Where would you go for support if you were unsure what to do?
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3.3 Deal with comments and complaints
o Demonstrate how to respond to comments and complaints in line with legislation and
agreed ways of working
o Describe who to ask for advice and support in handling comments and complaints
o Explain the importance of learning from comments and complaints to improve the quality of
service
a) If someone makes a comment or complaint to you, how should you deal with it?
b) What should you not do in response to a comment or complaint?
c) Explain the importance of learning from comments and complaints to improve quality of services
The Public Interest Disclosure Act 1998
This Act, commonly known as the Whistleblowers Act, came into force on 2nd July 1998. It encourages
people to raise concerns about malpractice in the workplace and will help ensure organisations respond
by addressing the message rather than the messenger. This should make it more difficult to hide poor
practice.
If you report signs of abuse, the terms of the Act protect you from dismissal and victimisation. It is
considered good practice for every organisation to have its own policy in place on whistle blowing: you
can find Young Epilepsy’s policy on the intranet.
The Act covers you to seek legal advice regarding any concerns you may have before pursuing a
complaint.
You must act reasonably when raising concerns: you should only go to an outside agency if you genuinely
believe that raising concerns internally would expose your student to greater risk or lead to you being
victimised, or if you had already followed your internal procedures and this has not resulted in
satisfactory action.
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3.4 Deal with incidents, errors and near misses
o Describe how to recognise adverse events, incidents , errors and near misses
o Explain what they must and must not do in relation to adverse events, incidents, errors and
near misses
o List the legislation and agreed ways of working in relation to reporting any adverse events,
incidents, errors and near misses
a) Give examples of mistakes or accidents which may occur, putting students’ wellbeing at risk
b) What would you do if you witnessed or were aware of an accident occurring or a mistake being
made? (Consider Young Epilepsy policy and procedures.)
c) What processes are used at Young Epilepsy to report accidents, incidents and errors?
d) What is the main legislation regarding reporting accidents, incidents and errors?
3.5 Deal with confrontation and difficult situations
o List the factors and difficult situations that may cause confrontation
o Describe how communication can be used to resolve problems and reduce the likelihood or
impact of confrontation
o Describe how to assess and reduce risks in confrontational situations
o Demonstrate how and when to access support and advice about resolving conflicts
o Explain the agreed ways of working for reporting any confrontations
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a) In your work setting, what might cause confrontation?
b) How can effective communication reduce the likelihood of confrontation?
c) Who would you go to for support regarding confrontation in the workplace?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
13
STANDARD 4 : EQUALITY AND DIVERSITY
Wherever you live or work you will encounter a diverse range of people every day. Your colleagues and
students will be a variety of ages, possibly mixed genders, from different cultures and backgrounds, and
hold different religious beliefs.
Ask to read Young Epilepsy’s Equality Policy and think about how it applies to your role.
The Equality Act 2010 protects people from discrimination: it introduced nine protected characteristics:
 Age
 Race
 Disability
 Religion or belief
 Gender reassignment
 Sex
 Marriage and civil partnership
 Sexual orientation
 Pregnancy and maternity
It is important that people are not disadvantaged as a result of a protected characteristic. For example,
people with disabilities must have the same educational opportunities as anyone else.
Discriminating against someone is not the same as treating them differently: in fact it is important that
everyone is treated as an individual. As an SSW you need to understand your students and support
them according to their personal needs. You will also need to be sensitive to differences between
yourself and your colleagues and recognise that their values, beliefs and personal habits may be very
different to yours – but that doesn’t make them wrong.
4.1 Understand the importance of equality and inclusion
o Explain what is meant by diversity, equality, inclusion and discrimination
o Describe ways in which discrimination may deliberately or inadvertently occur in the work
setting
o Explain how practices that support equality and inclusion reduce the likelihood of
discrimination
a) What is discrimination?
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b) What is meant by the following terms?
Inclusion
Equality
Diversity
c) Which of the following is an example of deliberate discrimination?
A member of staff with a shoulder injury is asked not to participate in the practical
exercises of Safe Support training
Young Epilepsy’s Learning & Development manager does not allow a staff member
over the age of 60 to do training as they do not have many working years left
Providing comfort grip cutlery to a student with eating difficulties
d) Which of the following might be unintentional discrimination?
Cooking separate meals for students due to their cultural beliefs
Giving extra support to a diploma candidate as they have English as a second
language
Giving all clients a customer service survey sheet in the same format
To avoid discrimination some people may need more support than others. For example, you may need
to make changes to the environment to allow people in wheelchairs to get around easily. We often talk
about the importance of treating people equally but this can be misleading as everybody should not be
treated the same. What is important is that our work practices and principles support inclusion, which
means that everybody has the same rights and opportunities, and feels that they are a valued part of
the community.
e) How does Young Epilepsy reduce the likelihood of discrimination regarding both staff and students?
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4.2 Work in an inclusive way
o Identify which legislation and codes of practice relating to equality, diversity and
discrimination apply to their own role
o Demonstrate interaction with individuals that respects their beliefs, culture, values and
preferences
o Describe how to challenge discrimination in a way that encourages positive change
a) List relevant legislation with regard to Equality and Diversity.
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b) List the main points from Young Epilepsy policies and procedures around Equality and Diversity
c) Why is it important to recognise and respect other people’s values, beliefs, culture and preferences?
d) How could your values, beliefs, culture and preferences affect the way you support students?
e) A 20-year old student with learning needs is asked to sit in the ‘family’ section of a local restaurant
rather than in the main dining area where other adult customers are sitting.
How could you help the student deal with this situation in a way that would result in him/her feeling
valued and included, and would help change the attitude of the restaurant staff?
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4.3 Access information, advice and support about diversity, equality and inclusion
o Identify a range of sources of information, advice and support about diversity, equality and
inclusion
o Describe how and when to access information, advice and support about diversity, equality
and inclusion
o Explain who to ask for advice and support about equality and inclusion
a) Who would you go to for advice about equality and inclusion?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
17
STANDARD 5 : WORK IN A PERSON CENTRED WAY
Active participation is a way of working that recognises an individual’s right to participate in the activities
and relationships of everyday life as independently as possible: the individual is regarded as an active
partner in their own care or support, rather than as a passive recipient.
In the past people who needed care were often viewed as passive receivers of services, ie: the care
provider would have certain routines and working practices which the client would be expected to fit in
with. It is now recognised that care should be delivered in a way which is appropriate for each individual.
Subject to mental capacity, clients should be actively involved in their care planning and in deciding how
their care is to be provided. Care providers need to take a person-centred approach to working practices
and the delivery of care.
Person-centred values include:
 Individuality
 Independence
 Privacy
 Partnership
 Choice
 Dignity
 Respect
 Rights
A person’s wellbeing may include their:
 Sense of hope
 Confidence
 Self esteem
 Ability to communicate their wants and
needs
 Ability to make contact with other
people
 Ability to show warmth and affection
 Experience and showing of pleasure or
enjoyment
5.1 Understand person centred values
 Describe how to put person-centred values into practice in their day to day work
 Describe why it is important to work in a way that promotes person centres values when
providing support to individual
 Identify ways to promote dignity in their day to day work
a) Why is it important to recognise the individuality of each student?
b) Describe a way in which you support a student’s independence
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c) How could you demonstrate you are treating someone in a respectful way?
d) Give three examples of treating someone disrespectfully
1.
2.
3.
5.2 Understand working in a person centred way
o Describe the importance of finding out the history, preferences , wishes and needs of the
individual
o Explain why the changing needs of an individual must be reflected in their care and/or
support plan
o Explain the importance of supporting individuals to plan for their future wellbeing and
fulfilment.
a) Why is it important for you to find out about the history, preferences, wishes and needs of the
students you care for?
b) Why must the changing needs of the student be reflected in their Student Support Plan?
c) Explain why it is important to support the students to plan for their future wellbeing and fulfilment
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5.3 Demonstrate awareness of the individual’s immediate environment and make changes to
address factors that may be causing discomfort or distress
o Take appropriate steps to remove or minimise the environmental factors causing the
discomfort or distress. This could include lighting, noise, temperature, strong odours etc
o Report any concerns they have to the relevant person.
5.4 Make others aware of any actions they may be undertaking that are causing discomfort or
distress to individuals
o Raise any concerns directly with the particular individual
o Raise any concerns with their supervisor/manager
o Raise any concerns via other channels, such as safeguarding officer, team meetings or
incident reporting
5.5 Support individuals to minimise pain and discomfort
o Ensure that where individuals have restricted movement or mobility they are comfortable
o Recognise the signs that an individual is in pain or discomfort. This could include verbal or
non-verbal communication, or changes in behaviour
o Take appropriate action where there is a pain or discomfort. This could include
repositioning or reporting to a more senior member of the team.
o Check equipment or medical devices are working properly or in the correct position, eg:
wheelchairs.
o Remove or minimise any environmental factors causing pain or discomfort. These could
include wet or soiled clothing or bed linen, poorly positioned lighting or noise.
Mental and emotional health are as important as physical health. The way we care for our students
should promote their spiritual and emotional wellbeing as well as protecting them from physical illness
and injury.
Students do not need to have faith or religious beliefs to have spiritual needs. Spiritual wellbeing is
maintained by enabling individuals to do things, or be with people, that make them happy and give them
a sense of purpose and peace. This may include:
 Art activities
 Walking
 Reading
 Listening to music
 Attending religious services/ carrying out religious rites
 Spending time with family
 Meditating
5.6 Support the individual to maintain their identity and self-esteem
o Explain how individual identity and self-esteem are linked to emotional and spiritual
wellbeing
o Demonstrate that their own attitudes and behaviours promote emotional and spiritual
wellbeing
o Support and encourage individuals own sense of identity and self-esteem
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o
Report any concerns about the individual’s emotional and spiritual wellbeing to an
appropriate person (a manager or shift leader).
a) What is your understanding of ‘spiritual wellbeing’?
Spiritual wellbeing is a sense of contentment stemming from an individual's relationship with the
spiritual aspects of life, which you for example can achieve by a religion.
b) How is individual identity and self-esteem linked to emotional and spiritual wellbeing?
c) Demonstrate how your own attitudes and behaviours promote emotional and spiritual wellbeing.
A person-centred approach to care puts the individuals at the centre of the process. They work in
partnership with providers to create the best care package for them. SSWs get to know their students
as individuals in order to be able to meet their needs in the most appropriate way.
5.7 Support the individual using person-centred values
o
Demonstrate that their actions promote person-centred values including:
 Individuality
 Independence
 Privacy
 Partnership
 Choice
 Dignity
 Respect
 Rights
a) What information would you need to know about your students in order to provide appropriate
care?
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b) How could you find out this information?
Active student participation is the key to implementing person-centred approaches; there are three
areas in which active participation is to be promoted:
 In person-centred care planning
 In decision making
 In the running of the house
c) Why is it important to be non-judgemental about students’ choices and beliefs?
d) How might you get students involved in decisions about the way the house is run? (Consider
factors which may make this more difficult such as communication problems and reluctance to be
involved in formal meetings.)
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
22
STANDARD 6 : COMMUNICATION
Communication methods include:
 Non-verbal
 Eye contact
 Touch
 Physical gestures
 Body language
 Behaviour
 Verbal, including vocabulary, tone and pitch
Communication may include signs, symbols, pictures, writing, objects of reference, human and technical
aids, eye contact and touch.
At Young Epilepsy we follow a Total Communication strategy, using signs, symbols, pictures as well as
Signalong where appropriate. We also have our own Speech Therapists on campus.
6.1 Understand the importance of effective communication at work
o Describe the different ways people communicate
o Describe how communication affects relationships at work
o Describe why it is important to observe and be receptive to an individual’s reactions
when communicating with them
a) Give three reasons why students might want to communicate with you
b) Identify who you communicate with in your work setting?
c) In what ways might you change your body language/ tone of voice/ vocabulary when speaking to
the following?
Your manager
A student
A parent
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d) When you are talking to someone, why is it important to watch how they react as well as listening
to them?
e) How might someone communicate their feelings without using words?
The students you care for will have their own ways of communicating which may be verbal or nonverbal, and may require effort to understand. It is important that you get to know your students’
preferred methods of communication and make every effort to understand the messages they are trying
to get across.
It is very important that your students receive information about their care in a way they can understand
and that they are helped to communicate their needs to their care team. There are people and services
that may work with your care team to support communication, such as:
 Speech and language therapists
 Signalong experts
 Family members
6.2 Understand how to meet the communication and language needs, wishes and preferences of
individuals.
o Describe how to establish an individual’s communication and language needs, wishes and
preferences
o List a range of communication methods and styles that could help meet an individual’s
communication needs, wishes and preferences
a) How do you find out a student’s preferred method of communication?
b) Explain how one student’s ability to communicate may differ from another?
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c) Why is it important to know a student’s preferred method of communication?
6.3 Understand how to promote effective communication
o List barriers to effective communication
o Describe ways to reduce barriers to effective communication
o Describe where to check whether they have been understood
o Describe where to find information and support or services to help them communicate more
effectively
a) List the barriers to effective communication
b) How would you reduce the barriers you have listed above?
c) Where could you find information on communicating effectively?
It’s important that you are careful not to pass on personal information about students to people who
do not need to know it. You are in a position of trust and students (or their families) may tell you things
they don’t want other people to know. Sometimes you may be unsure whether or not information
needs to be passed on – for example, if a student tells you something you believe will be helpful for
other staff to know. If this happens, ask for the student’s permission to record what they have said. If
they refuse but you still believe it to be in their best interests to make others aware, ask your line
manager for advice.
If you become aware of personal information by accident you still have a duty of confidentiality.
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6.4 Understand the principles and practices relating to confidentiality
o Describe the meaning of confidentiality in relation to their role
o List any legislation and agreed ways of working to maintain confidentiality in day to day
communication
o Describe situations where information, normally considered to be confidential, might need
to be passed on
o Identify who they should ask for advice and support about confidentiality
a) Why is it important to respect confidentiality in your role?
b) What sort of information might you have to keep confidential?
c) In which situations might you have to share information that is deemed confidential?
d) List legislation and agreed ways of working regarding maintaining confidentiality?
e) If you wanted to discuss a particular student’s situation, how could you do this without breaching
confidentiality?
26
f) What would you do if you received a phone call requesting a student’s personal details?
6.5 Use appropriate verbal and non-verbal communication
o Demonstrate the use of appropriate verbal and non-verbal communication
o Demonstrate the use of appropriate communication on the telephone, electronically and in
reports/letters.
6.6 Support the use of appropriate communication aids/technologies
o Ensure that any communication aids/technologies are clean, work properly and in good
repair
o Report any concerns about communication aids/technologies to the appropriate person
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
27
STANDARD 7 : PRIVACY AND DIGNITY
7.1 Understand the principles that underpin privacy and dignity in Care
o Describe what is meant by privacy and dignity
o List situations where an individual’s privacy and dignity could be compromised
o Describe how to maintain privacy and dignity in the work setting
a) Define the following terms:
Privacy
giving someone space where and when they need it
Dignity
focusing on the value of every individual, respecting their views, choices
and decisions, not making assumptions about how they want to be
treated, working with care and compassion, communicating directly with
the individual whenever possible
b) In what ways could a student’s privacy and dignity be compromised?
If individuals need a support in personal care we must make sure that we protect their dignity and
privacy by making sure curtains, screens or doors are properly closed. Also we always need to knock
the door before entering the particular space or room they are in.
c) Give three examples of ways in which you protect students’ dignity
1. individuals should be fully involved in any decision that affects their care, including personal
decisions such as what to eat, what to wear and what time to go to bed
2. Provide opportunities for individuals to participate as fully as they can at all levels of the service,
including the day-to-day running of the service
3. Value the time spent supporting people with decision-making as much as the time spent doing
other tasks
7.2 Maintain the privacy and dignity of the individual(s) in their care
o Demonstrate that their actions maintain the privacy of the individual. This could include:
 Using appropriate volume to discuss the care and support of an individual
 Discussing the individual’s care and support in a place where others cannot overhear
o Demonstrate that the privacy and dignity of the individual is maintained at all times being in
line with the person’s individual needs and preferences when providing personal care. This
could include:
 Making sure doors, screens or curtains are in the correct position
 Getting permission before entering someone’s personal space
 Knocking before entering the room
 Ensuring any clothing is positioned correctly
 Ensuring the individual is positioned appropriately and is not exposing any part of
their body they would not want others to see
o Explain why it is important not to disclose anything about the individual that they may wish
to be kept private, unless it is appropriate to do so. This could include:
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o
 Health condition
 Sexual orientation
 Personal history
 Social circumstances
Report any concerns they have to the relevant person. This could include:
 Member of management
 Safeguarding officer
Everybody has the right to make choices about all areas of their lives; from what to eat for breakfast to
where they would like to live. Some people may lack the mental capacity to make decisions for
themselves but they must still be supported to actively participate in the decision making process and
all choices must be in their best interests regardless of the feelings of anyone else who is involved.
7.3 Support an individual’s right to make choices
o Explain the basic principles of Mental Capacity
o Describe ways of helping individuals to make informed choices
o Explain how risk assessment processes can be used to support the right of individuals to
make their own decisions
o Explain why personal views must not influence an individual’s own choices or decisions
o Describe why there may be times when they need to support an individual to question or
challenge decisions made about them by others
Your students have the same rights and freedom as any other individual. The Human Rights Act 1998
and the Mental Capacity Act 2005 make it a legal duty for you to respect adult (over 16s) students’ rights
to make choices and take actions for themselves and to be cared for in a way which restricts their
freedom as little as possible, in line with their assessed mental capacity.
Students, like everyone else, may want to take risks: they may make unwise decisions or do things which
have the potential to be harmful. These are not sufficient reason to restrict their freedom: if a student
has the mental capacity to make choices, they must be allowed to do so. Your instinct may be to protect
students from harm but you must ask yourself if you have the right to prevent them living their lives as
they want to. It can be difficult to balance your duty of care with student rights and, because of this,
we can sometimes restrict people unnecessarily. It is your duty as an SSW to guide and advise students
and evidence that you have done so.
A student’s mental capacity may vary from one day to the next, and may be different depending on the
issue in question. The Mental Capacity training will explain how you must assess your student’s mental
capacity each time a decision or action is required.
The Mental Capacity Act Deprivation of Liberty Safeguards (MCA DOLS) came into effect on 1st April
2009. If you work with a student who is over 16 years of age, ask your supervisor to explain the DoLS
application system.
a) What is an informed choice?
To make an informed choice, one needs to build up a picture of the available options and compare
the advantages and disadvantages of each. It has long been recognised that not enough is known
about what information people want or could reasonably use in making choices.
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b) In what ways could you help a student to make informed choices?
If students are non-verbal we can use books of choices to help them make decision about food or
activities.
c) What might happen if you make a student aware of your personal feelings about a choice they need
to make?
d) Sometimes other people will make choices on your student’s behalf; under what circumstances
might it be necessary to challenge these decisions?
e) If a student’s family had made a decision on their behalf that the student was unhappy with, how
could Young Epilepsy support the student in questioning this?
g) How can we support students’ right to make choices when they wish to do something
independently? (For example, walking to the shops in Lingfield on their own.)
7.4 Support individuals in making choices about their care
o Demonstrate how to support individuals to make informed choices
o Ensure any risk assessment processes are used to support the right of individuals to make
their own decisions
o Ensure their own personal views do not influence an individual’s own choices or decisions
o Describe how to support individuals to question or challenge decisions made about them by
others
o Describe how to report any concerns they have to the relevant person.
30
7.5 Understand how to support active participation
o Describe the importance of how valuing people contributes to active participation
o Explain how to enable individuals to make informed choices about their lives
o List other ways they can support active participation
o Describe the importance of enabling individuals to develop skills in self-care and to maintain
their own network of friends within their community
a) How could you promote active participation?
b) Explain how valuing people help with active participation?
c) One of your adult students has been diagnosed with a serious medical condition. Doctors have
suggested different ways of treating them, each with its own benefits and dangers. The student lacks
the capacity to understand the implications of the choice that has to be made but they must be
involved in the decision making process. How could you encourage active participation in decision
making?
7.4 Support the individual in active participation in their own care
o Demonstrate that they can support the active participation of individuals in their care
o Reflect on how their own personal views could restrict the individual’s ability to actively
participate in their care
o Report any concerns to the relevant person.
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
31
STANDARD 8 : FLUIDS AND NUTRITION
Food is a necessity of life; without it we could not be able to survive. It is essential for growth, energy,
body maintenance and repair, and for protection against illness. When we eat a bad diet we become
malnourished: malnutrition causes starvation, deficiency illnesses such as anaemia and scurvy, obesity,
heart disease, blocked arteries and infections.
As diet and nutrition plays such an important part in ensuring physical and mental wellbeing, it is vital
that your students’ nutritional needs are adequately provided for.
8.1 Understand the principles of hydration, nutrition and food safety
o Describe the importance of food safety, including hygiene, in the preparation and handling
of food
o Explain the importance of good nutrition and hydration in maintaining health and wellbeing
o List signs and symptoms of poor nutrition and hydration
o Explain how to promote adequate nutrition and hydration
a) Why is it important for food to be stored, handled and served in safe and hygienic ways?
To prevent food poisoning, infections and to make sure that food keeps its nutrients.
b) What are the benefits to the students of eating a healthy, balanced diet?
Physical and mental wellbeing, increased energy level
c) What might be the negative effects of poor diet?
Obesity and obesity-related conditions such as diabetes, clogged arteries and thyroid dysfunction,
heart and brain problems, lowered energy level, weak bones and teeth due to lack of calcium in a
diet, malnutrition
d) Why must students have adequate amounts to drink each day?
To increase energy and relieve fatigue, to boost immune system and to improve skin complexion. To
help digest food, flush out toxins through urination.
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e) What signs and symptoms might you notice in a student who is malnourished?
Weight loss, feeling tired and lacking energy, frequently getting infections and taking a long time to
recover from them, delayed wound healing, poor concentration, difficulty keeping warm, and
depression.
f) What signs and symptoms might you notice in a student who is dehydrated?
Little or no urine, or urine that is darker than usual, dry mouth, sleepiness or fatigue, extreme thirst,
headache, confusion, dizziness.
g) Why might some students find it difficult to eat a healthy balanced diet?
Students with neurological condition for instance autism may have slower or no understanding at
developing appropriate food and eating skills and tend to hang on to a restricted diet longer than
other children. They often tolerate food with same texture or substance and desire a high level of
carbohydrate. They refuse or tantrum when new food is offered to them.
h) List five ways in which you could involve students to meet their needs for food and drink?
1. Involving students in a food-making process
2. Let them participate in a planning meals
3. Taking students for shopping and encouraging them to choose and purchase food.
4. Encouraging them to purchase snacks when they are going out (restaurants, Youth club,
disco)
5. Regular meal times
8.2 Support individuals to have access to fluids in accordance with their plan of care (student
support plan)
o
o
o
o
o
Ensure drinks are within reach of those that have restrictions on their movement/mobility
Ensure that drinks are refreshed on a regular basis
Ensure that individuals are offered drinks in accordance with their plan of care
Support and encourage individuals to drink in accordance with their plan of care
Report any concerns to the relevant person.
33
8.3 Support individuals to have access to food and nutrition in accordance with their plan of care
o Ensure any nutritional products are within reach of those that have restrictions on their
movement/mobility
o Ensure food is at the appropriate temperature during cooking and serving
o Ensure food is presented in accordance with the plan of care, ie: the individual can eat it
o Ensure that appropriate utensils are available to enable the individual to meet their
nutritional needs as independently as possible
o Support and encourage individuals to eat in accordance with their plan of care
o Report any concerns to the relevant person.
a) How would you know if your student had any food intolerances or allergies?
From the individual’s med chart folder, risk assessments, SSP and databridge. I could also ask
student’s key worker or manager.
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
34
STANDARD 9 : AUTISM, DEMENTIA AND COGNITIVE ISSUES
Cognitive impairment occurs as a result of problems with thought processes. It can include loss of higher
reasoning, forgetfulness, learning disabilities, concentration difficulties, suppressed intelligence and
other reduction in mental functions. Cognitive impairment may be present at birth or can occur at any
point in a person’s lifespan.
Young Epilepsy is a specialist care and learning environment for young people with epilepsy, autism and
other neurological conditions, and many of our students have learning difficulties. Whilst you are
unlikely to encounter dementia whilst working at Young Epilepsy as this is a condition associated with
older people, it can happen that a young person is diagnosed with early onset dementia. There are
more than 40,000 under-65s with dementia living in the UK. Similarly we have students with psychosis
and other mental health conditions.
a) What are the typical signs and symptoms of dementia?
Memory loss – especially problems with memory for recent events, such as forgetting messages,
remembering routs or names and asking questions repetitively.
Increasing difficulties with tasks and activities that require organisation and planning.
Becoming confused in unfamiliar environments.
Difficulty finding the right words.
Difficulty with numbers and/or handling money in shops.
These symptoms can of course also be linked to autism and learning difficulties. So it is important that
you familiarise yourself with the support plan for each of the students in your care, and that you are
alert to any sustained changes in behaviour. If you have any concerns about a student, discuss them
with your supervisor/line manager.
You are very likely to work with students who have an autistic spectrum condition (ASC). Below is a list
of resources to research autism. These, plus the specialist internal training you receive, will enable you
to complete the following task.
www.autismspeaks.org
www.autism-society.org
www.autism.org.uk
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Write a short passage capturing what you have learnt about autism.
Autism is a lifelong developmental disability that affects how a person communicates with, and
relates to, other people. It also affects how they make sense of the world around them.
It is a spectrum condition, which means that, while all people with autism share certain difficulties,
their condition will affect them in different ways
The three main areas of difficulty which all people with autism share are sometimes known as the
'triad of impairments'. They are:
 Difficulty with social communication - People with autism have difficulties with both verbal
and non-verbal language. They can find it difficult to use or understand: facial expressions
or tone of voice. Literal understanding (think people always mean exactly what they say and
are unable to understand jokes or sarcasm)
 difficulty with social interaction - People with autism often have difficulty recognising or
understanding other people's emotions and feelings, and expressing their own, which can
make it more difficult for them to fit in socially.
 Difficulty with social imagination – People with autism may find hard to predict what will
happen next, or what could happen next. They do not understand the concept of danger,
for example that running on to a busy road poses a threat to them.
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
36
STANDARD 10 : SAFEGUARDING ADULTS
It is essential that we all recognise the importance of protecting those who are least able to protect
themselves. Reports such as the Department of Health’s “No Secrets” document seek to define the
different ways in which abuse may occur and the types of people who may abuse and be abused. Surrey
Multi-agency Safeguarding Guidelines on recognising and reporting incidents. Individuals with a track
record of poor practice, or who are intent on harming those they care for, should have no hiding place
in the care workforce.
Types of abuse include:
 Physical or sexual abuse
 Emotional/psychological abuse including that related to age, race, gender, sexuality etc
 Financial abuse
 Institutional abuse
 Professional abuse
 Neglect
The likelihood of abuse can be reduced by:
 Working with person-centred values
 Promoting empowerment
 Managing risk
 Prevention
Managing risk is a way of working that supports individuals to exercise choices and rights, recognising
the balance between managing risk and enabling independence, choice and control.
Employers and managers within the care sector have a legal duty to ensure that all staff receive training
on issues such as discrimination and maintaining appropriate relationships with clients. They must also
put in place procedures for staff, clients and their families to raise any concerns they may have.
Employees should be aware that they are protected by law when reporting suspicions. Employers
should also recognise that factors such as stress may increase the likelihood of abuse occurring and that
steps taken to improve staff wellbeing can have a positive effect on quality of care.
At Young Epilepsy we take our safeguarding responsibilities very seriously, which is why you will be
required to complete an e-learning module on Safeguarding, followed by attendance at a classroom
session delivered by one of our Safeguarding Officers within the first few weeks of starting your job and
then annually throughout your employment here.
10.1 Understand the principles of Safeguarding Adults
o Explain the term safeguarding adults
o Explain their own role and responsibilities in safeguarding individuals
o List the main types of abuse
o Describe what constitutes harm
o Explain why an individual may be vulnerable to harm or abuse
o Describe what constitutes restrictive practices
o List the signs and symptoms associated with abuse
o Describe the nature and scope of harm to and abuse of adults at risk
37
o
o
o
List a range of factors which have featured in adult abuse and neglect
Demonstrate the importance of ensuring individuals are treated with dignity and respect
when providing health and care services
Describe where to get information and advice about their role and responsibilities in
preventing and protecting individuals from harm and abuse
a) Define the following and give an example of each:
Physical abuse
Individual’s body being injured or hurt due, for example, to assault, hitting,
slapping or pushing. It can also be the wrong use of restrictive practices.
Emotional
abuse
Sexual abuse
Discriminatory
abuse
Financial abuse
Neglect
Examples could be the misuse of medication or using inappropriate restraint such
as locking someone in a room, tying them to a chair or using inappropriate
physical sanctions.
Intimidation, not being included, being ignored, threats, bullying, humiliating and
blaming
When a person becomes involved in sexual relationships or activities that they do
not want to be involved in. They may have said that they do not want to be
involved or they may be unable to give consent. Sexual abuse includes rape,
indecent exposure, sexual harassment, inappropriate looking or touching, sexual
teasing or innuendo, sexual photography, subjection to pornography or
witnessing sexual acts, indecent exposure and sexual assault or sexual acts to
which the adult has not consented or was pressured into consenting to.
An individual or group being treated unequally because of characteristics
identified in the Equality Act 2010. It involves ignoring a person’s values, beliefs
and culture and includes forms of harassment, slurs or similar treatment because
of race, gender and gender identity, age, disability, sexual orientation or religion.
The use of a person’s funds and belongings without their permission. This could
be theft, fraud, internet scamming, coercion in relation to an adult’s financial
affairs or arrangements, including in connection to wills, property, inheritance or
financial transactions, or the misuse or misappropriation of property, possessions
or benefits.
It is a failure to meet the basic needs of the individual. It includes ignoring
medical, emotional or physical care needs, failure to provide access to
appropriate health, care and support or educational services and the withholding
of the necessities of life, such as medication, adequate nutrition and heating.
b) Some other recognised forms of abuse are listed below. Define each and give an example:
Institutional
The mistreatment, abuse or neglect of an adult at risk by a regime or individuals.
abuse
For instance failure to respect or support a person or group's right to
independence, dignity or choice
Mate Crime
The exploitation, abuse or theft from any vulnerable person by those they
consider to be their friends. For example befriend a vulnerable person while
secretly stealing from or abusing them.
Hate crime
Hate crimes are any crimes that are targeted at a person because of hostility or
prejudice towards that person’s: disability, race or ethnicity, religion or belief,
sexual orientation, transgender identity. For example damage of property
38
Honour based
violence
violent crime or incident which may have been committed to protect or defend the
honour of the family or community
c) Explain the term ‘safeguarding adults’
Adult Safeguarding means protecting a person’s right to live in safety, free from abuse and neglect.
With the Care Act, the definition of adult safeguarding has broadened from concern for “vulnerable
adults” receiving community care services, to cover “any person who is age 18 or over and at risk of
abuse or neglect because of their need for care and support”. This covers people who may not been
in contact with or have need of care services before.
d) What particular factors may make your students more vulnerable to abuse?


They cannot speaks for themselves
e) What are your responsibilities regarding preventing abuse?
f) Where could you get information and advice about your responsibilities for preventing abuse and
protecting people from harm?
g) What signs/symptoms do you think you might notice in a student being subjected to the following?
Physical abuse
Unexplained bruises, scratches, cuts, fractures, broken bones or teeth,
unexplained loss of clumps of hair, burns.
39
Emotional/
psychological abuse
Sexual abuse
Discriminatory abuse
Anxiety, lack of confidence, low self-esteem, disturbed sleep.
Pain, sores and bruising around the inner thighs and genital, anal or breast
areas, bloodstained underwear. Pain and discomfort when walking or
sitting. Sexually transmitted infections and pregnancy are indicators for
sexual activity and can indicate abuse if the person does not have the
capacity to provide consent.
Poor service that does not meet the person’s needs, verbal abuse and
disrespect. Exclusion of people from activities and/or services.
Financial abuse
Neglect by others
Malnutrition, dehydration, bedsores, dirty clothing and bedding, taking the
wrong dosage of medication.
Bullying
Cyber Bullying
Students who are respected and treated as competent individuals are going to be less vulnerable to
abuse than those who are patronised or pitied. If you support your student’s sense of self-worth and
dignity they are less likely to put up with abusive behaviour and more likely to report it.
Staff who are encouraged to treat students as their equals are less likely to act in ways which are abusive
or neglectful. The relationship should be a partnership based on mutual trust and respect. SSWs need
to work in a way which manages risk by balancing student’s rights, freedom and choices with the need
to protect them from harm.
Employers and managers should lead by example by speaking and acting in a way which maintains the
dignity and respects the privacy of students. Students should not be labelled in any way (eg: difficult,
lazy, disabled) but should be treated as individuals at all times. Labelling leads to stereotyping and a
‘dehumanisation’ of people which makes it more likely they will be abused.
Employers, managers and staff each have responsibility for the prevention of abuse. As well as ensuring
you are not acting in a way which could cause harm, you must also actively work to prevent harm
occurring. Employers need to make sure working practices protect clients and they must check the
background of employees, volunteers etc who may be in a position to take advantage of vulnerable
people. Staff must make sure they know how to work safely and competently and should be on the
lookout for signs that a client may be at risk.
The Code of Practice October 2013 (amended June 2014) 7 of 31 Deprivation of Liberty Safeguards
states:
‘The difference between deprivation of liberty and restriction upon liberty is one of degree or intensity.
It may therefore be helpful to envisage a scale, which moves from restraint or restriction to deprivation
of liberty’.
40
The Code of Practice also includes a list of factors (below) that have been taken into account by the
European court of Human Rights and UK courts when deciding what amounts to deprivation of liberty.
These are only factors and not conclusive on their own. It will be a question or degree or intensity.
 Restraint is used, including sedation, to admit a person to an institution where that person is
resisting admission
 Staff exercise complete and effective control over the care and movement of a person for a
significant period
 Staff exercise control over assessments, treatment, contacts and residence
 A decision has been taken by the institution that the person will not be released into the care
of others, or permitted to live elsewhere, unless the staff in the institution consider it
appropriate
 A request by carers for a person to be discharged to their care is refused
 The person is unable to maintain social contacts because of restrictions placed on their access
to other people
 The person loses autonomy because they are under continuous supervision and control
h) Which of the following is an example of restrictive practice; which is a restraint; and which is a
deprivation of liberty (DOL)?
A lap belt used on a wheelchair
A staff member saying to a student, “if you eat those sweets you are not having any
lunch”
A student is denied access to the food stores by locks and by staff. The student is not
overweight and they have not been issued with a key.
10.2 Reduce the likelihood of abuse
o Describe how care environments can promote or undermine people’s dignity and rights
o Explain the importance of individualised person-centred care
o Explain how to apply the basic principles of helping people to keep themselves safe
o Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s
policies and procedures
o List ways in which the likelihood of abuse can be reduced by managing risk and focussing on
prevention
o Explain how a clear complaints procedure reduces the likelihood of abuse
a) How can you help to keep students safe?
b) Which of the following are your most relevant guidance for Safeguarding?
Young Epilepsy Safeguarding Policy
41
Safeguarding for You
Surrey Multi-agency Safeguarding Adult’s Policies and Procedures
No Secrets
c) How can risk assessment reduce the likelihood of abuse?
d) Explain how a simple complaints procedure can help to prevent prolonged abuse for students
If you notice signs or symptoms that indicate your student may be being abused or neglected you must
take appropriate action to ensure that an investigation is carried out and, where necessary, action is
taken. Young Epilepsy has an incident reporting system which you should ensure you are able to use as
a priority. You should also ensure you know where to find the contact details for the on duty
Safeguarding Officer at any time.
In ‘normal’ circumstances you would also report signs of abuse to your line manager, unless you believed
they were involved in the abuse or neglect. When making reports, you should concentrate on facts
rather than your feelings: for example, an appropriate report would be “I have noticed bruises on Polly’s
arms” rather than “I think someone is beating Polly”. The bruises in this example may be perfectly
innocent; an investigation should be focussed on finding their cause rather than proving suspicions.
10.3 Respond to suspected or disclosed abuse
o
Explain what to do if abuse of an adult is suspected, including how to raise concerns within
local whistleblowing policy procedures
a) If you suspect that a student is being abused what action should you take?
b) What would you do if a student told you they were being abused?
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Although there are national initiatives and guidelines for the prevention of abuse, local authorities set
their own rules for the way in which safeguarding issues are to be reported and dealt with. You must
ensure you are aware of Young Epilepsy’s policy on safeguarding and the way in which complaints and
suspicions are handled.
10.4 Protect people from harm and abuse – locally and nationally
o List relevant legislation, local and national policies and procedures which relate to
safeguarding adults
o Explain the importance of sharing information with the relevant agencies
o Describe the actions to take if they experience barriers in alerting or referring to relevant
agencies
a) If there is a safeguarding issue within your workplace, which agencies will be involved in the
investigation?
b) What is the importance of sharing information with relevant agencies?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
43
STANDARD 11 : SAFEGUARDING CHILDREN
Much of the information provided in Standard 10 also applies to the safeguarding of children. At Young
Epilepsy you will work with students who are juniors, right through to young adults in their midtwenties. The principles of safeguarding, and your need to be vigilant, apply equally for all age groups.
11.1 Meet the national minimum training standards for Safeguarding Children as set out in
“Safeguarding Children and Young People: roles and competencies for health care staff”
(Intercollegiate Royal College of Paediatrics and Child Health 2010).
11.2 Understand the principles of Safeguarding Children
o Explain their own role and responsibilities in safeguarding children
o Demonstrate the importance of ensuring individuals are treated with dignity and respect
when providing health and care services
o Describe where to get information and advice about their role and responsibilities in
preventing and protecting individuals from harm and abuse
a) What particular factors may make our young students more vulnerable to abuse?
b) What signs/symptoms do you think you might notice in a young student being subjected to the
following?
Physical abuse
Emotional/
psychological abuse
Sexual abuse
Discriminatory abuse
Financial abuse
Neglect by others
Bullying
Cyber Bullying
44
Children can often sustain bruises and cuts due to natural play activity. Young people who have
regular seizures may be particular prone to bruises – and some people bruise more easily than others.
However bruising or bleeding on some areas of the body are less likely to be as a result of simply
falling over, bumps or knocks, and may be an indication of abuse.
a) Record areas of body where injuries would give you cause for safeguarding concern.
d) Outline what you must do if you suspect a child or young person is being abused or neglected.
c) Outline the risks and possible consequences for children and young people using technology such
as the internet, mobile phone and social media
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
45
STANDARD 12 : BASIC LIFE SUPPORT
12.1 Provide basic life support. Complete the appropriate Basic Life Support Training at Level 2 as
specified by the UK Resuscitation Council.
At Young Epilepsy this training will be completed within induction/probation period during the
mandatory Appointed Person’s First Aid course.
APFA course attended on: .............................. (date)
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
46
STANDARD 13 : HEALTH AND SAFETY
Work setting may include one specific location or a range of locations, depending on the context of a
particular role.
Be aware of safe practices for:
 Storing hazardous substances
 Using hazardous substances
 Disposing of hazardous substances
All employers and employees have to play a part in ensuring good standards of health and safety
wherever they work. Over the last four decades various laws have been passed to protect workers and
members of the public. To help you with this section, read the Health and Safety poster which will be
displayed somewhere in your workplace, and look for the relevant Young Epilepsy policies and
procedures.
You will also draw on the information you receive on Health & Safety training during your initial
induction course and by completing the relevant e-learning courses.
13.1 Understand their own responsibilities, and the responsibilities of others, relating to health and
safety in the work setting.
o Identify legislation relating to general health and safety in a health or social care workplace
o Describe the main points of the health and safety policies and procedures agreed with the
employer
o Outline the main health and safety responsibilities of self, manager and others
o List tasks relating to health and safety that should not be carried out without special training
o Explain how to access additional support and information relating to health and safety
o Describe different types of accidents and sudden illness that may occur in their own work
setting
a) List the key health and safety legislation and regulations that apply to your work
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b) Referring to your workplace policies and procedures, write down two examples of agreed ways of
working that protect people’s health and safety.
1.
2.
c) What responsibilities do the following people have for health and safety at work?
You
Your
Employer
d) Give two examples of health and safety tasks you would not be expected to be responsible for in
your current position
1.
2.
e) Where could you get advice, information and support about health and safety issues?
Risk assessment is the key to good health and safety management. By putting some thought and time
into identifying potential hazards and possible ways of controlling them, the likelihood of workplace
accidents and occupational ill health can be significantly reduced.
Introducing appropriate measures to reduce risk not only saves lives; it also makes good business sense.
Workplace accidents and ill health cost society an estimated £11-16 billion a year. Money spent on
health and safety measures is money saved on the effects of accidents, illnesses and injuries.
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13.2 Understand Risk Assessment
o Explain why it is important to assess the health and safety risks posed by particular work
settings, situations or activities
o Describe how and when to report health and safety risks that they have identified
a) Why must hazards at work be risk assessed?
b) If you become aware of a risk to your health and safety at work what action do you take?
Follow your employer’s agreed ways of working and make sure that when carrying out tasks the right
number of people are involved wearing correct protective equipment and using handling aids where
necessary.
In your work you may be required to move furniture and equipment, and to assist students to move.
These tasks theoretically put you at risk of being injured or causing injury to others if you do not carry
them out safely. Never carry out a task if you are unsure how to do it nor if you have not been trained
to use specialist mobility equipment (eg: hoist, ski sheet, wheelchairs etc). Ensure you are given the
relevant training or demonstration as soon as possible and attend refreshers regularly throughout your
employment at Young Epilepsy. As well as keeping our students safe, it is important that you take care
of your own joints and muscles, to avoid unnecessary long term health issues.
13.3 Move and assist safely
o Identify key pieces of legislation that relate to moving and assisting
o List tasks relating to moving and assisting that should not be carried out until competence
has been demonstrated
o Demonstrate how to move and assist people and objects safely, maintaining the individual’s
dignity, and in line with legislation and agreed ways of working
a) What are the main pieces of legislation associated with moving and positioning?
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b) In what ways should you protect students’ dignity when assisting them to move?
Please familiarise yourself with the Young Epilepsy Moving & Handling Policy and Procedure, which is
on the intranet.
13.4 Understanding procedures for responding to accidents and sudden illness
o List the different types of accidents and sudden illness that may occur in the course of their
work
o Describe the procedures to be followed if an accident or sudden illness should occur
o List the emergency first aid actions they are and are not allowed to carry out
a) Give five examples of accidents or sudden illness which could occur in your workplace
1.
2.
3.
4.
5.
b) What should happen if someone is injured or suddenly becomes ill?
c) What emergency aid training have you received?
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d) What sort of emergency aid tasks are you trained to carry out?
e) What type of emergency aid tasks are you not allowed to carry out?
In your workplace there should be policies and procedures relating to the administration of medication
and health care tasks. Ask to read these before completing this section.
To administer medication or carry out health care tasks, you must be appropriately trained. At Young
Epilepsy you will have the opportunity to complete our robust medication training later in your career.
For now, if you are unsure whether you are able to do something, ask your manager for advice.
13.5 Understanding medication and healthcare tasks
o
o
o
Describe the agreed ways of working in relation to medication
Describe the agreed ways of working in relation to healthcare tasks
List the tasks relating to medication and healthcare procedures that they are not allowed to
carry out until they are competent
a) Who in your workplace is able to administer medication?
b) Write down some of the ways in which your employer’s agreed ways of working ensure that
medications are handled safely.
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c) Healthcare tasks may relate to specific student needs such as injections or Gastrostomy care. Write
down some of the ways in which Young Epilepsy’s agreed ways of working ensure that healthcare
tasks are carried out safely.
13.6 Handle hazardous substances
o Describe the hazardous substances in their workplace
o Demonstrate safe practices for storing, using and disposing of hazardous substances
a) List the hazardous substances used in your workplace
b) How should hazardous substances be stored? (Explain why)
c) Where would you find information about the safe handling of hazardous substances?
d) Why is it important to read information about hazardous substances before using them?
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e) Where would you find information about the disposal of hazardous substances?
f) List three potential risks if hazardous substances are not disposed of correctly.
1.
2.
3.
13.7 Promote Fire Safety
o Explain how to prevent fires from starting or spreading
o Describe what to do in the event of a fire
You should already have been made aware of emergency procedures to follow in the event of a fire: if
you haven’t received this training, take responsibility for getting this arranged urgently. At Young
Epilepsy you are required to complete Fire Safety e-learning within your first two weeks of employment
and annually thereafter. You should also have a discussion with the house Fire Marshall on local issues.
Read your employer’s policies and procedures regarding fire prevention and any written information
about evacuation and action required in an emergency. You should also familiarise yourself with the
PEEPs (Personal Emergency Evacuation Plans) for students in your place of work.
a) Where is your fire evacuation meeting point? ________________________________________
b) What can employees do to prevent fires from starting?
c) What can employers do to prevent fires?
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d) What control measures will reduce the likelihood of fires spreading?
e) Describe the action you would take on hearing the fire alarm.
f) Where can you find the contact numbers for the Out of Hours Duty Manager? What is the internal
extension number?
13.8 Work securely
o
o
Describe the measures that are designed to protect their own security at work, and the
security of those they support
Explain the agreed ways of working for checking the identity of anyone requesting access
the premises or information
a) What security measures are used in your workplace to protect you, your colleagues and your
students?
b) How do you check the identity of people who want to access the building or ask for information?
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13.9 Manage Stress
o Recognise common signs and indicators of stress in themselves and others
o Identify circumstances that tend to trigger stress in themselves and others
o List way to manage stress
Stress is a major cause of workplace ill health and can result in workers needing to take time off to
recover. Stress causes both psychological and physical problems and employers have a duty under the
Health & Safety at Work Act to protect workers from its causes and effects.
a) What signs and symptoms might you notice in someone who is suffering from stress?
b) How do you feel when you are suffering from stress?
c) What causes you to feel stress?
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d) What different factors might cause stress in other people?
e) What can you do for yourself to reduce the negative effects of stress?
f) What can your employer do to reduce the likelihood of employees suffering from stress?
g) What is available at Young Epilepsy to help staff manage any work related stress?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
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STANDARD 14 : HANDLING INFORMATION
The Data Protection Act 1998
The Act applies to any written or computerised personal information. Your employers, and you, have a
duty to handle all recorded information in a way that protects the rights of the individual it refers to.
You must: prevent access by unauthorised people ie: filing cabinets should be kept locked, computers
should be protected by passwords and personal information must not be left on your desk or computer
screen.
Only pass on information to people who have a right to know it, and in a way which keeps it confidential
from others – ie: be sure to follow Young Epilepsy policies when sending information by email.
Make sure information recorded anywhere is accurate, relevant, adequate and not excessive: do not
record unnecessary information.
Destroy records when they are no longer necessary in a way that prevents them being accessed by
unauthorised individuals.
Young Epilepsy takes the protection of information regarding our students very seriously and you are
required to complete Information Governance training during probation and regularly thereafter
throughout your employment here.
14.1 Handling Information
o Describe the agreed ways of working and legislation regarding the recording, storing and
sharing of information
o Explain why it is important to have secure systems for recording, storing and sharing
information
o Demonstrate how to keep records that are up to date, complete, accurate and legible
o Explain how, and to whom, to report if they become aware that agreed ways of working
have not been followed.
a) Why must your workplace have secure systems for recording and storing information?
b) How do you make sure that records you use are:
Up to date
Complete
Accurate
Legible
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c) What different ways of recording information are used in your workplace?
d) How do you decide when and how to record information?
e) When must information be stored securely?
f) How do you know when it is okay to share information?
g) What would you do if you thought that agreed procedures for handling information had not been
followed?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
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STANDARD 15 : INFECTION PREVENTION AND CONTROL
Ask to read your employer’s policies for infection control before completing this section. You should
also complete the Young Epilepsy e-learning course. Find out if one of your colleagues is a designated
‘infection control lead’ and ask them for advice and information as necessary. The Department of Health
document “The Health and Social Care Act 2008: Code of Practice for health and adult social care on the
prevention and control of infections and related guidance” may also be useful (www.dh.gov.uk)
15.1 Prevent the spread of Infection
o Describe the main ways an infection can get into the body
o Demonstrate effective hand hygiene
o Explain how their own health or hygiene might pose a risk to the individuals they support or
work with
o List common types of personal protective clothing, equipment and procedures and how and
when to use them
o Explain the principles of safe handling of infected or soiled linen and clinical waste
a) What are the main routes by which people become infected?
b) Why is it important to keep your hands clean?
c) Describe good hand washing techniques
d) When should you wash your hands?
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e) If you were ill or if you didn’t wash regularly, how might you be putting students and colleagues at
risk?
f) What personal protective equipment is used in your workplace?
g) Explain how and when you would use each of the types of personal protective equipment you have
listed above
h) Why is it important to handle soiled linen and clinical waste properly?
i) Describe good practice for handling soiled linen
j) How is clinical waste (pads etc) disposed of?
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k) How are sharps disposed of?
l) What actions should you take if you get a needlestick injury?
m) What actions should you take if you receive a bite injury which breaks the skin?
n) What are the signs and symptoms of common childhood illnesses? What should you be looking out
for?
Competency Assessment to be completed by supervisor
Date
Supervisor’s signature
Inductee’s signature
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References and Guidance Documents:
General Social Care Council (GSCC) codes of Practice for Social Workers
No Secrets: the Protection of Vulnerable Adults from Abuse
The Health and Social Care Act 2008: Code of Practice for health and adult social care on the
prevention and control of infections and related guidance
Children’s Homes Regulations (Amendments) 2014
Surrey Multi-agency Safeguarding Guidelines
Useful websites:
www.youngepilepsy.org.uk
www.skillsforcare.org.uk
www.scie-careskillbase.org.uk
www.autismspeaks.org.uk
www.direct.gov.co.uk
www.autism-society.org
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Young Epilepsy Care Certificate
Record of Competency Assessment for ............................
(Inductee name)
Standard 1
Understanding Your Role
Date Signed off ....................................
Standard 2
Personal Development
Date Signed off.....................................
Standard 3
Duty of Care
Date Signed off.....................................
Standard 4
Equality & Diversity
Date Signed off.....................................
Standard 5
Working in a person-centred Way
Date Signed off.....................................
Standard 6
Communication
Date Signed off.....................................
Standard 7
Privacy and Dignity
Date Signed off.....................................
Standard 8
Fluids and Nutrition
Date Signed off.....................................
Standard 9
Autism, Dementia & Cognitive Issues
Date Signed off.....................................
Standard 10
Safeguarding Adults
Date Signed off.....................................
Standard 11
Safeguarding Children
Date Signed off.....................................
Standard 12
Basic Life Support
Date Signed off....................................
Standard 13
Health & Safety
Date Signed off....................................
Standard 14
Handling Information
Date Signed off....................................
Standard 15
Infection Control
Date Signed off....................................
Once completed, send a copy of this manual to Learning & Development.
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