Standards - Qube Learning€¦ · opportunity to benefit from an Apprenticeship. Calculating what...

StandardsGuide

Warehousing 83

Supply Chain Warehouse Operative Level 2

83

Supply Chain Operator Level 2 89

Business Services 96

Customer Service Practitioner Level 2 96

Leadership & Management 101

Team Leader/Supervisor Level 3 101

Operations/Departmental Manager Level 5

106

Short Courses............................... 111

NCFE Accredited Course Menu 112

Modular Courses.......................... 116

ICM Accredited Courses 116

E-learning..................................... 118

E-learning Courses 119

Get In Touch.................................. 120

About Us..................................... 4Ofsted Inspection 5

Testimonials 6

Traineeships................................. 7Employer Benefits 8

Apprenticeships........................... 9Levy Payer 10

Non-Levy Payer 11

Canvas 12

Employer Benefits 13

Recruitment Process 14

Elite Higher Level 15

19+ Advanced Learning Loan 16

Apprenticeship Standards Menu....... 17

Retail & Commercial 18

Retailer Level 2 18

Retail Team Leader Level 3 23

Retail Team Manager Level 4 29

Hospitality & Catering 35

Commis Chef Level 2 35

Hospitality Team Member Level 2 41

Hospitality Supervision Level 3 49

Senior Chef Level 3 57

Health & Social Care 63

Adult Care Worker Level 2 63

Healthcare Assistant Practitioner Level 5 68

Healthcare Support Worker Level 2 73

Lead Adult Care Worker Level 3 79

We have introduced a range of over 200 industry leading e-learning courses in Business, Management, Health & Safety, Food Safety, Healthcare and Working with Children/Adults.

Students will gain a certificate of achievement on completion that is backed by City & Guilds accreditation.

Find out more on page 107 or by going towww.qube-learning.co.uk/employer-e-learning

Ever considered e-learning?

We are at the heart of some truly dynamicand engaging collaborations that have a realimpact on the world around us and prepareour students for success in current and futurecareers.1Source: Qube Learning Employer Satisfaction Survey 2016 - 2017, Education & Skills Funding Agency

With over sixteen years' experience inthe education sector, Qube Learning is an Ofsted grade 2 training provider that specialises in vocational courses, short courses and e-learning. We pride ourselves on working with recognisable brands, from Hitachi Consumer Finance to Halfords, and we deliver a range of training and qualifications to various industriesacross the UK.

Awarded numerous contracts by the Education& Skills Funding Agency, the government provider of skills training for further education, we deliver programmes that are focused onemployed positions and therefore take placewithin a work environment.

We are committed to providing a flexible andwelcoming approach when working with bothour customers and students, ensuring all partiesare comfortable and well informed from theoffset. We are passionate about building greatrelationships and pride ourselves on beingadaptable to employers' requirements.

On average, employers rate the overall quality of training provide by us as 9.04 out of 10.1

www.qube-learning.co.uk | 01235 83 38 38 | [email protected]

4

Get to know usWho are we?

Working with

of employers across England

100's

9/10

Some key strengths highlighted

• Managers and staff have high expectations of their students

• The vast majority of students successfully complete their learning programmes and improve the level of their qualifications in English and mathematics

• Managers and Learning & Development Consultants work very well with a wide range of employers to ensure students benefit from good quality workplace training tailored to their needs

• Students rapidly develop very high levels of maturity, confidence and vocational skills because of high-quality practical teaching

• Students with significant barriers to learning are very well supported to progress in employment or gain higher-level qualifications

The purpose of an Ofsted Inspection is to measure the effectiveness of schools, colleges and private training providers by judging them against a clear set of outcomes:• Effectiveness of leadership and

management• Quality of teaching, learning and assessment• Personal development, behaviour and

welfare• Outcomes for students

Providers are graded as Outstanding, Good, Requires Improvement or Inadequate. The judgement grade can be a really useful guide for employers and students when trying to select the best training provider to help them gain a qualification. Qube Learning received a four-day inspection from Ofsted in June 2016 and are delighted to share that we were awarded Grade 2 - Good across the board.

Ofsted InspectionJune 2016

To view a full copy of our Ofsted grade 2 report, please scan the QR code or use this link - www.qube-learning.co.uk/qube/ofsted

VideoWatch our Ofsted results video.

"A straight set of grade 2s under the new CIF, with a 6-year gap since our last Ofsted inspection is amazing and really does reflect the hard work, commitment,

diligence and passion of the entire Qube team. Jon O’Boyle, our Operations Director, was a first time nominee and did an excellent job of it; he is a true

professional and inspirational leader. I’m very proud of this achievement; proud of our people, proud of our students, employers and partners and proud to

be the CEO of a company that has belief in its values and uses this to harness performance. Congratulations and thank you to everybody who

was involved with our June 2016 Ofsted inspection."

- Debbie Gardiner CEO

.

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Some of the great companies we work with...

"We have been working with Qube as a preferred national provider for 6 years

now and they have really stepped up to the challenge of meeting our ongoing training

requirements and working jointly to develop learning material to suit all levels and age

groups of students. They have been very flexible, in particular to our 16-18 Apprentice-

ship programme, and together we have enabled young people to develop into crucial

members of our team. The professionalism, communication, cost effectiveness of

the QCF programmes and manner in which Qube strives to accommodate our training

needs is beyond the options other training providers have offered Avery Health Care.

Qube gives me the confidence and security that only comes with their one-stop

approach to satisfying and delivering against our company needs."

Shelley Parker-Wain, National Training & Staff Development Manager, Avery

TestimonialsWhat do employers say about us?

"I spoke with and met with 5 or 6 different companies; however, I decided to partner with Qube. I was very impressed by their professional, forward thinking approach, the way their people live and breathe the values, but ultimately it came down to their genu-ine student-focused ethos.My expectations have been surpassed since we began this journey together, from our initial interactions, through to open days and marketing etc., my fastidious approach and strive for perfection was consistently echoed by the people at Qube…They just seem to get it."

Jason Bell, Learning and Development Partner, Hitachi Capital Consumer Finance

View moreGet the latest testimonialsby visiting our website

Vacancy Referral

Rising Stars Traineeship

Job Interview

Level 2Apprenticeship

Level 3Apprenticeship

Higher Level 4/5Apprenticeship

Pre-employment Degree Level 6 Apprenticeship

TraineeshipsWhat are they?

A Traineeship is designed to support 16-24-year-olds on their chosen career path.They provide young people with a chance to succeed, with a placement that will givethem substantial and meaningful workplace experience and that gives employers theopportunity to shape a talented, potential employee.

Trainee eligibility criteriaA Trainee is suitable for a Traineeship if they: • Are unemployed (or work less than 16

hours per week) and have little work experience

• Are motivated to work• Are qualified below Level 3.

An individual is probably not suitable if they: • Are aged 24 plus (unless you are subject

to Learning Difficulty Assessments and are aged 16 or over and under 25)

• Are already in a job• Are qualified at Level 3 or above.

What do Traineeships include? At its core is work preparation training, English and maths and a high quality work experience placement.

Our Traineeships can last from 7 to 12 weeks and include:• Work preparation training• English and maths support (if required)• A work experience placement of 7 to 12

weeks with an employer• In addition to these core elements, we can

work with customers to add additional content to meet the needs of your business, for example, Food Safety.

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Steps to Success....

This chart shows the potential

progression of a Traineeship

TraineeshipsEmployer Benefits

Provide young people with a chance to succeed. Offer a placement that will give them a substantial and meaningful workplace experience whilst also giving you the opportunity to shape a talented, potential employee.

What are the benefits of taking on a Trainee?Traineeships help get young people into work and benefit your business in the following ways:

• You, as an employer, can support the development of a high-quality Traineeship programme for your company in partnership with us, ensuring it suits both the needs of your business and the needs of the Trainee

• You can get ahead of the competition by bringing enthusiastic young people into your business before they get on to the job ladder

• Traineeships allow you to shape the skills and experience of young people from your local community, helping your business to develop a loyal and talented workforce, generating good PR for your business

• Working with Trainees gives established members of staff the chance to develop their skills in mentoring and coaching young people.

How much does it cost?The scheme is fully funded by the Government and is exempt from the minimum wage rule, meaning you will not be required to pay the Trainee whilst they are enrolled on the programme. However, providing support with expenses such as transport and meals is encouraged.

Traineeships:Why they workAn inspirational video of Rukhsar at Spinning Tops Nursery. She describe the benefits of Traineeships her amazing journey to completing her 3-month programme, boosting her confidence andprogressing onto anApprenticeship.

Your involvement as an employerYou will need to commit toproviding a high quality work placement that includes:

• Pre-agreed content and objectives between your company, us and the trainee

• A structured opportunity for the young person that is matched to their areas of interest and aspiration, where they engage in purposeful work and learning activities

• Coaching and training from an identified mentor in the business, who is capable of providing regular constructive feedback.

Our 16/17job outcome rate

stands at 82%

Our delivery modelis unique and can fit

any industry


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Interested in offering a young person an opportunity within your business?

Apprenticeship LevyAs part of the implementation of theGovernment’s Apprenticeship Reforms, the wayApprenticeships are funded has changed too.They have introduced the Apprenticeship Levy,which puts employers ‘in the driving seat’ interms of designing Apprenticeships in England.These new funding rules, which aredependant on the size of an employer, willrequire some employers to pay into a Levy pot.

• Large employers with a paybill in excess of £3 million will now pay into an Apprenticeship Levy at a rate of 0.5% of their annual wage bill

• Small employers with a paybill less than £3 million will now be required to contribute towards the cost of training and assessment. The Government will fund 90% of the agreed price and the employer will pay 10%

An Apprenticeship is a programme of learning that is designed to enhance an individual's level of competency and confidence by developing their practical skills and knowledge. It can be used to upskill existing employees or to bring fresh talent into an organisation.

ApprenticeshipsWhat are they?

New Apprenticeship StandardsUnder the recent Government's recentApprenticeship reforms, new ApprenticeshipStandards are replacing old Frameworks. At present there is a cross-over period, however, once a new Standard is in place, the outdatedFramework equivalent is phased out.

It is expected that the full switchover will becompleted by April 2018, although this date is subject to change.

Each programme now have its own Standardlinked to a specific occupation. The newApprenticeships, which are defined by theseStandards, are rigorous, challenging andrequire the apprentice to undertake a minimumof one year’s training. The new Standardsare characterised by the introduction of anend-point assessment, replacing mandatoryqualifications.

Take advantage of the new £1,000 incentive for all employers who recruit a 16-18-year-old apprentice.The advantages of using us to find your next apprentice include:• Dedicated recruitment support from our Youth Development Team• Options to recruit via our Traineeship route• Experience of recruiting for micro, SME and large national employers.

!


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As a Levy payer, you will have an annual pay bill of over £3 million.

ApprenticeshipsLevy payer

age, 19-24-year-old care leavers who have an Education, Health and Care Plan. The government will make an additional payment of £1,000 to employers to help with these extra costs and who ensure all individuals have the opportunity to benefit from an Apprenticeship.

Calculating what you have to payYou will pay the Levy on your entire pay bill at a rate of 0.5%. However, you will have a Levy allowance to offset against this. The Levy allowance is worth £15,000 for each tax year. This means the Levy is only payable on pay bills over £3 million (because 0.5% x £3 million = £15,000).

The Levy allowance will operate on a monthly basis and will accumulate throughout the year. This means you will have an allowance of £1,250 a month. Any unused allowance will be carried from one month to the next. For example, if your Levy liability in month 1 is £1,000, you will not pay the Levy, and your allowance in month 2 will be £1,500.

What counts as your pay bill?Your pay bill will be based on the total amount of earnings subject to Class 1 secondary NICs. Although earnings below the secondary threshold are not counted when calculating an employer’s NICs, they will be included for the purposes of calculating the amount of Levy the employer needs to pay.

Earnings include any remuneration or profit coming from employment such as wages, bonuses, commissions, and pension contributions that you pay NICs on. We will not charge the Levy on other payments, such as benefits in kind, subject to Class 1A NICs.

How will the Levy be paid?It will start at a rate of 0.5% of your annual wage bill, and will have to be paid to HM Revenue and Customs (HMRC) through the Pay as You Earn (PAYE) process.

Once you have paid the Levy to HMRC you will be able to access funding for Apprenticeships through a new digital Apprenticeship service account. You will be able to use this to pay for training and assessment for apprentices in England.

Top-ups and additional supportThe government will apply a 10% top-up to the funds you have for spending on Apprenticeship training in England. Extra support is also given for apprentices aged 16-18 years of Our team of experts are on hand to

help employers understand more aboutthe Apprenticeship Levy and how tomaximise it. Get in touch for a FREEconsultation:E: [email protected]

Understand the Levy better

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As a non-Levy payer you will have an annual pay bill of under £3 million.

ApprenticeshipsNon-Levy payer

Small employer incentiveThe Government recognised that smaller employers have historically played a very important role in helping young and disadvantaged people into the workforce for the first time. This is why they are continuing to pay a grant to small employers to support them in taking on new apprentices aged between 16 and 24 years of age. This is called the Apprenticeship Grant for Employers 16-24.

We want to continue to support small employers to take on younger apprentices. For employers with fewer than 50 workers, the Government will pay 100% of the Apprenticeship training costs for these individuals. In addition to this, they are extending this offer to small employers who take on a 19 to 24-year-old apprentice who is a care leaver and has a Local Authority Education, Health and Care Plan.

Additional paymentsThe Government will pay £1,000 to you as a non-Levy paying employer over two equal payments at 3 months and 12 months. Initially, the payment for the employer is made via us. Over time, they intend to move to a system where you receive this payment directly from the Government.

Although you will not be paying into the new Apprenticeship Levy or using the new digital Apprenticeship service to pay for Apprenticeship training and assessment until at least 2018, the way Apprenticeships are funded will still change for you.

Funding bands and co-investmentEvery individual Apprenticeship Framework and Standard will be allocated to a funding band. The upper limit of the funding band will cap the maximum price that the Government will ‘co-invest’ towards.

The Government will fund 90% of the agreed price for training and assessment and you as the employer will pay 10%. You will be able to agree a payment schedule with us and spread your payments over the lifetime of the Apprenticeship.

Example of how this might workBased on an employer choosing an Apprenticeship in band 9 with a maximum price of £9,000

Employer negotiates a price of £8,500 with their provider

Government co-invests 90% = £7650

Employer co-invests remaining 10%= £850

Employer and provider agree to spread this over 10 instalments of £85

Our team of experts are on hand to help employers understand more about the Apprenticeship reforms. Get in touch to find out more [email protected]


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We are incorporating students' skills and experience into the learning process, making the experience more personal.

This has been done using 4 key principles:1. Learning is personalised – With the use of Mastery Paths

we individualise the involvement that students have across the course. The Mastery Paths feature allows us to customise learning experiences to students based on student performance, differentiating assignments for required learning, optional learning, or choosing their own content and assignments within a specific path

2. Competency-based assessment – With Canvas, students can proceed at their own pace, enabling tutors to respond to individual needs

3. Learning happens anytime, anywhere – With the Canvas tool, the uptime is 99.9%; 24/6, 365 days of the year, in addition to the IOS and Android apps, which enable students to use the resources in both on and offline capacities

4. Student ownership – We have involved students from the outset. There are currently 2 pilot groups of students supporting the development of Canvas by providing formal/ informal feedback on their experiences prior to and while currently using the tool to support their courses

Canvas enables us to rethink learning. If you want to transform your house, adding anew coat of paint may well make it look pretty. We are completely remodelling, updating the outdated parts, making it more modern and efficient, strengthening what works and fixing what does not.

CanvasStudent-centered learning

Canvas LearnerManagement System(LMS) is a flexible solution that combines content,analytics and insights via a more simplified, intuitive, completely secure, customisable, cloud-based learning platform.

Gone are the days where some students excel and some get by. We want all students to excel at high levels. To make this happen, we need to engage students like never before (we are competing with so many other things, including social media). This is student- centred learning.

Canvas can be used to:

• Complement face-to-face teaching and learning with blended or hybrid learning

• Or to create a fully online learning experience

Canvas enables participants convenient access to;

• Grades, assignments, discussions and chat, video lectures, educational apps, peer reviews, custom learning paths, groups and collaboration


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LMS

For small to medium sized employers, our support teams provide the responsive and customer-focused service needed to ensure a high-quality, tailored experience is delivered.

For larger employers, our Corporate Account Managers offer continuous, dedicated and personalised support to meet employers’ needs surrounding training and recruitment.

Our experience and expertise can help employers make real improvements to their businesses, by: • Reducing training and recruitment costs• Increasing productivity and their bottom line• Developing a skilled, motivated and

qualified workforce• Improving customer satisfaction• Receiving financial return on investment.

ApprenticeshipsEmployer benefits

Interested in offering a young person an opportunity within your business?


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Source: National Apprenticeship Service - Employer Brouchure Feb 2014 & 2017

9/10

Get the facts on employing Apprentices

75%Attractive to employers

87% of employers said theywere satisfied with the

programme

Greater productivity 76% of Apprentice employers

say they make their businessesmore productive

Revised recruitment policy80% say that Apprenticeships will play a bigger part in their

future recruitment policy

Positive impact92% of apprentices feel anApprenticeship has had a

positive impact on their career

Relevance of training 9/10 employers hoping to

achieve business benefits report that Apprenticeships deliver

Lower recruitment costs 75% of Apprentice employers

say the programme has helpedcut recruitment costs

87%76%

80% 92%9/10

1

Our goal is to make the process of finding an appropriate employee for your business as easy and straightforward as possible. Our team of experienced Employment and Careers Advisors are on hand to take most of the responsibility from you.

We are dedicated to supporting young people into embarking on successful careers. In do-ing so, we ensure the transition from full-time education into the workplace is as smooth as possible.

Recruiting a new apprentice into your business can have some fantastic benefits:• An Apprentice who is trained to meet

your specific business needs and national industry standards

• Cost-effective resource management• Gaining an enthusiastic, committed and

motivated team member• Reduced recruitment time and costs.

ApprenticeshipsRecruitment process

Our recruitment service includes:• A free vacancy matching service• Assistance in all areas, including developing the job specification, advertising the vacancy and

liaising with school and local youth employment organisations• A shortlist of suitable candidates for you to interview • Qube complete pre-sifting to ensure quality candidates are presented for interview• Having a dedicated Learning and Development Consultant who will support both you and your

new apprentice throughout the qualification.

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5

6

2 7

3

4 9

VacancyVacancy and vacancy template passed to Employment and Careers Advisor Team

National Apprenticeship Service (NAS)Employer linked with NAS on RaA (Recruitan Apprentice)

AdvertisingVacancy is advertised – including NAS, job search sites, through schools, youth groups and career fairs

Interview FeedbackEmployer's feedback on the interview

ShortlistingFollowing initial interviews, applicants are shortlisted further

Telephone InterviewApplicants shortlisted for telephone interviews

Face-to-Face InterviewsSuccessful applicants are sent to the employer for a face-to-face interview

SignupApplicant signed up on to appropriate qualification.

Apprentice StartOffer made to successful applicant and start date arranged. Unsuccessful applicants are given feedback

The recruitment process


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1 Source: Qube Learning Student Satisfaction Survey 2014 to 2015, Skills Funding Agency

Modules covered at Level 5 are:1. Management of self2. Self-awareness3. Problem Solving & Decision Making4. Leading People5. Managing People6. Building Relationships7. Communication8. Operation Management9. Project Management10. Finance

At the end of the programme, students will undertake an End Point Assessment consisting of a knowledge check (using scenarios online), a competency cased Interview, assessment of portfolio evidence, presentation of work-basedproject and a professional discussion. This assessment will take place with the employer.

We believe in investing in a person’s future whatever their age. New and excitinginitiatives are developing in the industry for elite higher Apprenticeships ranging fromlevel 5 (foundation degree) to level 6/7 (Bachelor's/Master's degree).

ApprenticeshipsElite higher level

Whether you need your teams to work andlearn, instead of taking time out to go touniversity, or you wish to upskill your existingworkforce, you now can!

Qube are offering Higher Apprenticeshipsin Leadership and Management because webelieve this is where we can make the biggestdifference to company workforces.

You may have managers from first line to seniorlevel who you would like to develop further. New and exciting opportunities for your teams are available now.

It is an exciting time to be thinking about yourteams’ futures, whatever their age.

Modules and activities can be covered in anyorder you wish and in a variety of ways. Ourtraining packages include, but are not limited to:• Workshops• Conferences• Coaching• Mentoring• Reviewing progress• Support and assessment in the workplace• Virtual learning either on our platform or

embedded into your organisation's virtual learning environment

• Reporting and governance to suit you• Our dedicated curriculum and governance

team will work with you to achieve outstanding results.

In partnership with the University ofSurrey, we offer a range of bespokepackages, virtual blended learning, sothat you can learn on the move with webinars, one-to-one coaching and an opportunity to attend workshops guiding you through each project.

The Universityof Surrey

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Advanced Learner Loans are designed to help an individual who otherwise would not be able to pay the tuition fees associated with a training programme.

The loans are available for individuals aged 19 or over to undertake approved qualifications at Levels 3, 4 and 5 in England. This gives individuals access to financial support for tuition costs similar to that available in higher education and are administered by Student Finance England.

Advanced Learner Loans are paid directly to us on behalf of an individual. The loans are not means tested or subject to credit checks. Any individual who meets the criteria will be able to apply for a loan regard-less of their current employment status. Repayments are easy too - they are collected through PAYE or a self-assessment once an individual’s income is more than £21,000 each year. Voluntary repayments may also be made directly to Student Finance England.

Business BenefitsBy encouraging your staff to invest in their own future, your business can benefit from an up-skilled, more productive workforce without spending any money. As many companies have tight training budgets, in particular for extensive training programmes, businesses need not miss out on the benefits up-skilled employees can bring.

If employers want to contribute financially, but do not have the budget to cover the whole cost, they can make contributions to the training costs. This will help pay off part of the loan and can be done by making voluntary payments directly to Student Finance England. This can be used as a method of employee retention, as you can offer to make financial contributions if workers stay with the company for a set period. For example, repaying 25% of the loan each year the employee stays after completing their qualification.

As an alternative to financial support, companies can offer help with the promise of career progression. For example, this can be done by offering opportunities for employees' new skills to be fully utilised in the workplace. Then there is a good chance that employees’ motivation, engagement and loyalty will improve.

It is important that your employees consider their own circumstances and look into all options regarding payment for their course. They can get impartial financial advice from the Money Advice Service.

• Loans are available for eligible students aged 19 and above who are studying at Levels 3, 4 and 5

• Students only start to make repayments once they have finished the course and are earning over £21,000 each year

• If training budgets are tight, this provides a great way for employees not to miss out on training and development

• Employers can offer to help with repayments as a method of employee retention.

Loans at a glance

ApprenticeshipsAdvanced Learner Loans


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StandardsMenuRetail & Commercial Retailer Level 2Retail Team Leader Level 3Retail Team Manager Level 4

Hospitality & Catering Commis Chef Level 2Hospitality Team Member Level 2 Hospitality Supervisor Level 3 Senior Chef Level 3

Health & Social CareAdult Care Worker Level 2 Healthcare Assistant Practitioner Level 5 Healthcare Support Worker Level 2Lead/Adult Care Worker Level 3

Warehousing Supply Chain Warehouse Operative Level 2Supply Chain Operator Level 2

Business ServicesCustomer Service Practitioner Level 2

Leadership & Management Team Leader/Supervisor Level 3Operations/Departmental Manager Level 5

Up to £5kGovernment funding band

13 monthApprenticeship programme

Level 2Equivalent to 5 x GCSEs Grades

4-9 or 1 x A-Level

OverviewThe Apprenticeship has been developed by Retailers to ensure individuals working in a Retail environment are gaining the skills and knowledge needed to be a competent and confident Retailer. This can be their first step in a rich and fulfilling career in the Retail sector. Your Apprentice will undergo a 12-month Apprenticeship training programme at Level 2, during which the focus is on developing the following key skills: Marketing, Communication, Financial, Sales and Promotion, Product and Services, Brand and Reputation, Merchandising, Stock, Technology, Team, Performance, Legal, Governance and Diversity.

Role profile The main purpose of a Retailer is to assist customers when they purchase products and services, which requires a good understanding of the stock being sold, the variety of ways customers can shop and the ability to process payments - for example, by using a till. Retailers must be passionate about delivering a quality service that always aims to exceed customers’ expectations. Therefore, Retailers enjoy direct contact with a wide range of people and are motivated by completing a sale and knowing a customer is happy with their purchase. They can work in a variety of shops and other Retail establishments: small boutiques, large high street chains, supermarkets and well-known department stores are just some examples. More specialist Retailers include funeral services, garden centres, delicatessen and people who work in remote environments - for example, in telephone, on-line and mail-order Retail. Regardless of the type of products and services being sold, a wide representation of employers from across the Retail industry have defined this Standard and agreed upon the knowledge, skills and behaviours that Apprentices must have to do their job well.

1. On-ProgrammeDevelopment

- Regular assessment (involving employer and Qube Learning)

- Development of e-portfolio demonstrating learning and

development activities with their application in the worklplace

- Successful completion of relevant and sufficient evidence to meet Retail Apprenticeship Standard

2. Gateway to End-Point Assessment:

- Employer and Qube Learning agree the

Apprentice meets the requirements of the

Standard

3. End-Point Assessment

Involving a range of assessment tools:

- Test of knowledge using scenarios with

questions

- Practical observation

- Professional discussion.

4. Successful Individuals Gain:

- An industry-designed Apprenticeship at

Level 2

RetailerLevel 2

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1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. A record of what the Apprentice can do following periods of training, development and assessment will be developed to track and monitor progress. This will involve the Apprentice, line manager and others having a direct involement in supporting the development of the Apprentice.

2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship Standard and is ready to move to the End-Point Assessment (EPA). We will meet with you and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Retailer has three modes of assessment: a knowledge-based multiple choice test, a practical observation and professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Knowledge-based multiple-choice question test

• 30 minutes on-demand multiple-choice test• Scenario-based questions, usually taken on screen• Externally set and marked automatically by the assessment organisation• Under exam conditions either on the employer’s premises or off site.

Practical observation

• 2-hour observation of Apprentice completed by End-Point Assessor in the Retail environment, must include customer interaction

• Must be conducted at a time that reflects typical working conditions, avoiding low levels of trading to enable demonstration of the Apprentice’s knowledge, skills and behaviours for the customer, business, communication and brand reputation elements of the Standard.

Professional discussion

• 1-hour structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how the apprentice has performed during the Apprenticeship and their overall achievement

of the knowledge, skills and behaviours in the Standard.

RetailerLevel 2

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GradingThe grading for the Retailer Apprenticeship is either Pass, Distinction or Fail, with the final grade based on the combined performance in the Observation and Professional Discussion aspect of the End-Point Assessment.

ProgressionOnce the Retailer Level 2 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is Retail Team Leader (Level 3), which introduces them to management skills.

Level 2Retailer

Level 3Retail Team

Leader

To Achieve a Pass To Achieve a Distinction

Achievement of the On-Demand Test, Observation and Professional Discussion, based on the assessment criteria in the Retailer Standard.

In addition to the Pass criteria, Apprentices can achieve a Distinction by demonstrating competence against additional assessment criteria specified in the Standard, demonstrated over the course of the Practical Observation and Professional Discussion.

Knowledge and Understanding (Know it) Skills (Show it) Behaviours (Live it)

Cust

omer

Know the customer profile of the business, appropriate methods for communicating with customers (e.g. face-to-face and remotely), what cus-tomers’ purchasing habits are, how to support and increase sales, encourage customer loyalty and achieve repeat business.

Positively interact with customers, using business-relevant methods, for example, face to face or on-line, to support and increase sales by providing useful information and service.

Adopt an approachable and friendly manner, interacting with customers in line with the style of the business, showing a genuine interest in meeting their needs and actively seeking feedback to improve own quality of service provision.

Busi

ness

Know the vision, objectives and brand standards of the business and how to contribute towards their success.

Establish a good rapport with customers, serve them in line with brand standards and promote the values of the business in all work activities.

Demonstrate personal drive and a positive regard for the reputation and aim of the business.

Fina

ncia

l

Understand the principles of oper-ating commercially and supporting the overall financial performance of the business, for example, by aiming to exceed targeted sales and reduce wastage and returns.

Deliver a sales service that meets customers’ needs and balances the financial performance of the business, for example, working towards sales targets, following proce-dures relating to packing of goods and dealing with returned products.

Act credibly and with integrity on all matters that affect financial performance.

RetailerLevel 2

21

Mar

ketin

g

Know how the business positions itself in order to increase its market share and compete against its main competitors, for example, its unique selling points, its straplines, promotions and advertising campaigns.

Influence customers’ purchasing decisions by providing accurate guid-ance on product and price comparisons and sharing knowledge on local offers and variances.

Take an interest in the position of the business within the wider industry.

Com

mun

icati

on

Know how to identify and determine individuals’ situations and needs and how to respond in the most appropriate way in line with the business culture (e.g the difference in how a branded goods Retailer would communicate to their customers would be very different from an individual who Retails a funeral service, or someone who needs to convey highly technical product information).

Use effective methods of communication that achieve the desired result, according to the purchas-ing process (e.g. face to face, via the telephone or on-line).

Take a positive interest in custom-ers, actively listening or taking due care to understand written or on-line communications and respond appropriately.

Sale

s and

Pro

moti

on

Understand the sales opportunities that exist across the year within the business and industry and the need to know customers’ buying habits during these periods, seasonal product / service knowledge, and stock require-ments at different times of the year.

Use a variety of sales techniques when pro-viding customers with information appropri-ate to the business and actively sell the benefits of seasonal offers, for example, through in-store or on-line promotions.

Pro-actively seek ways of enhanc-ing sales whilst being sensitive to the needs of the customer and encourage team members to do the same.

Prod

uct a

nd S

ervi

ce

Know information on the brands, products and services as required by the business (e.g in large Retailers a general knowledge of a range of prod-ucts and services may be needed, but in specialist outlets a detailed knowl-edge on the technical specification of a product and the aftercare service may be necessary).

Help match products and services to customers’ needs and increase the amount they spend, for example, through the sale of associated products and services.

Confidently demonstrate a belief in the products and services the business offers.

Bran

d Re

puta

tion Know and understand the importance

of brand and business reputation and what can affect them.

Respond to situations that threaten brand and business reputation in line with company policy and alert the relevant person if a threat is identified.

Uphold and personally demon-strate a positive brand and busi-ness reputation at all times.

Mer

chan

disi

ng

Understand how to increase sales through product placement by utilising ‘hot spots’ and recognising the rela-tionship between sales and space.

Actively use techniques to optimise sales through effective product place-ment, ensuring product displays remain attractive, appealing and safe to customers.

Make recommendations for merchandising as necessary to enhance sales and customer satisfaction.

RetailerLevel 2

22

Stoc

k

Know how to maintain appropriate levels of the right stock to meet cus-tomer demand, taking into account planned marketing activities and expected seasonal variations and the conditions they must be stored in.

Maintain appropriate levels of the right stock to meet customer demand, ensure it is kept in the correct condition (e.g correct temperature, environment, packaging), and minimise stock loss through accurate ad-ministration, minimising wastage and theft.

Take ownership and responsibility to identify stock issues and take action to address them.

Tech

nica

l

Know how to operate technology such as customer payments and under-stand how changing technology, for example, social media, digital and multichannel tools, supports the sale of products and facilitates an effective and efficient service to customers.

Use technology appropri-ately and efficiently in line with company policy to support sales and service ensuring that mainte-nance issues are dealt with promptly.

Embrace the use of technology, use it responsibly and take an interest in new developments, for example, in social media, which could support the business.

Team

Know how to support and influence the team positively, recognising how all colleagues and teams are depen-dent on each other to meet business objectives.

Support team members to ensure that the services provided are of a high quality, delivered on time and as required.

Demonstrate pride in own role through a consistently positive and professional approach, and be aware of the impact of personal behaviour within the team.

Perf

orm

ance

Recognise and understand legislative responsibilities relating to the busi-ness and the products and/or services being sold (e.g the importance of food safety for food Retailers), the importance of protecting people's health, safety and security, and the consequences of not following legal guidelines.

Comply with legal re-quirements to minimise risk and inspire customer confidence; minimise disruption to the business and maintaining the safe-ty and security of people at all times.

Work with integrity in an honest and trustworthy manner putting personal safety and that of others first.

Lega

l and

G

over

nanc

e Know and understand the importance of brand and business.

Respond to situations that threaten brand and business.

Uphold and personally demon-strate a positive brand and business.

Dive

rsity

Understand how to work with people from a wide range of backgrounds and cultures and recognise how local de-mographics can impact on the product range of the business.

Put people at ease in all matters, helping them to feel welcome and sup-ported and provide them with information that is relevant to their needs.

Operate in an empathic, fair and professional manner.

Envi

ronm

ent Know how to take responsible deci-

sions to minimise negative effects on the environment in all work activities.

Minimise the effect of work activities on the environment through managing wastage and loss according to business procedures.

Demonstrate personal commit-ment to minimising the effect of work activities on the environ-ment and make recommendations for improvement if identified.

RetailerLevel 2



Level 3Equivalent to 2 x A-Levels

OverviewThe Apprenticeship has been developed by Retailers to ensure individuals working in a Retail environment are gaining the skills and knowledge needed to be a competent and confident Retail Team Leader. This can be their first step to supervising or managing teams.

Your Apprentice will undergo a 15-month Apprenticeship training programme at Level 3. Apprentices will demonstrate a range of excellent team leading, customer, product knowledge and industry relevant knowledge, skills and behaviours. The Apprenticeship Standard's “knowledge, skills and behaviours” are developed over the course of the programme via scheduled learning interventions planned to support the student to learn, practice and prepare for End-Point Assessment.

Role profile A team leader is a first-line management role, with responsibilities for operational matters, a given project or for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role. Key responsibilities are likely to include supporting, managing and developing team members, leading projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems and building relationships internally & externally.



- The maintenance of an on-programme record is important to support the Apprentice, on-

programme assessor and employer in monitoring the progress of

learning and development and to determine when the Apprentice has achieved full competence in their job role and is ready for the independent end-point assessor

- Successful completion of relevant and sufficient evidence to meet

Retail Team Leader Apprenticeship Standard.




Standard.




questions

- Retail business project looking

at an immediate opportunity, problem,

challenge or idea within their Retail

environment




Level 3.

Retail Team LeaderLevel 3

23

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. A record of what the Apprentice can do following periods of training, development and assessment will be developed to track and monitor progress. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.



As defined by the employer-led trailblazer action group, the assessment plan for Retail Team Leader has three modes of assessment: a knowledge-based multiple-choice test, a Retail business project and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure the consistent quality of assessment throughout the programme of learning.

Knowledge-based multiple-choice question test

• 60-minute on-demand multiple-choice test• Scenario-based questions, usually taken on screen• Externally set and marked automatically by the assessment organisation• Under exam conditions either on the employer’s premises or off site.

Retail Business Project

A project requiring the Apprentice to look at an immediate opportunity, problem, challenge or idea within their Retail environment. This could be a project to identify a potential cost saving for the business through improving efficiency, reducing waste or finding alternative ways of working to achieve business objectives and should include a research proposal, identify measurable improvements and make recommendations for implementation.

Professional Discussion

• 1-hour structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how they have performed during the Apprenticeship and their overall achievement of the

knowledge, skills and behaviours in the Standard.


24

GradingThe independent end-point assessor confirms that each assessment element has been completed. The grade is determined by the independent end assessor on the overall performance of the Apprentice in the Retail business project and professional discussion: Pass/Distinction/Fail.

ProgressionOnce the Retail Team Leader Level 3 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is Retail Manager (Level 4), which develops their management skills.

Level 3Retail Team

Leader

Level 4Retail

Manager


Achievement of the On-Demand Test, Retail Business Project and Professional Discussion is based on the assessment criteria in the Retail Team Leader Standard.

The grade is determined by the independent end assessor on the overall performance ofthe Apprentice in Retail business project and professional discussion.


Cust

omer

Understand the customer profile of the business, their purchasing habits across a Retail calendar year and how to meet and exceed their needs. Know the best ways to drive the team to increase sales, secure customer loyalty and attain business targets.

Monitor customers’ enquiries and service requirements; coach and support team members to use appropriate methods e.g. face to face or remote such as on-line facilities, to deliver consistent and exceptional service that provides customers with a positive experience.

Act as a role model to champion excellent customer service by always looking to improve custom-ers’ experience through a wel-coming and professional approach which builds strong customer relationships.

Busi

ness

Understand the purpose of the business including its vision, objectives and bran/business standards, how they compare to its competitors and how own role, and the team, help to achieve them.

Work with the team to maintain brand/business standards at all times and identify and address any potential risks according to business procedures.

Demonstrate personal responsi-bility for meeting the objectives of the team and the business.


25

Fina

ncia

l

Understand how own actions and those of the team can contribute to the overall financial performance of the business by increasing sales e.g. through product positioning, and minimising costs through effective stock control and prevention of theft.

Support the achievement of financial targets by planning and monitoring resources. Use resources effectively and efficiently to meet expected demand. Oversee the areas that impact on financial performance in own area of the business in line with business procedures.

Demonstrate commercial awareness and act responsibly and with integrity to protect the financial position of the business.

Lead

ersh

ip

Understand how to organise the team on a daily basis to achieve objectives, and recognise the importance of contingency planning to meet business requirements; know limits of authority when deputising for line manager.

Use available information to coordinate the work of the team so that the right people and resources are in the right place at the right time to ensure consistent brand/business standards are delivered. Deputise for line manager within limits of own authority.

Display decisive thinking when making decisions that are in the best interest of the business. Use sound judgement; take prompt action in the case of problems relating to resources.

Mar

ketin

g

Understand how the brand / business is positioned externally, particularly in relation to local and online competitors and how its products / services meet consumer trends. Understand how own actions, and those of the team can impact on customers’ perception of the brand/ business.

Support the team to ensure they understand and engage in the marketing activities and plans of the business and help ensure that customers have the best possible experience.

Proactively seek to understand local consumer trends, competitors’ offers and promotions, customer needs and expectations, reporting to manager, seeking feedback and take action in area of responsibility.

Com

mun

icati

on

Understand how to support effective communication, quickly determining the situation and needs of individuals and how to respond in the most appropriate way using a variety of techniques and methods, for example, face to face and/or remotely to include on-line.

Adapt style of communication according to the audience, monitor the effectiveness of and encourage excellent communications across all operations that achieve the best result for the business, including verbal, written and on-line communications.

Demonstrate positive verbal and body language using concise and clear methods of communication, taking on board other people's points of view and responding in a way that is considerate to the audience.

Sale

s and

Pro

moti

on

Understand the factors which can determine and affect sales and promotions throughout the Retail year and how to coordinate and implement them to support business objectives.

Communicate sales targets to the team and support them, recognising and acting on opportunities to maximise revenue, for example, through link selling and drawing customers’ attention to promotional offers.

Proactive in looking for cost effective sales opportunities and ways to enhance revenue.


26

Mer

chan

disi

ng

Know methods of merchandising throughout the Retail operation, including point of sale, the Retail calendar and local needs e.g. geographical, topical or weather based.

Ensure team replenish and maintain merchandising according to business requirements, the Retail calendar and local needs e.g. geographical, topical or weather based.

Communicate and encourage the merchandising principles, standards and commerciality to the team.

Prod

uct a

nd se

rvic

e

Know and promote the features and benefits of products / services, their unique selling points, the skills required to sell them, where items fit into product ranges, associated products and services, where to find detailed information if required and other relevant information such as delivery lead time, accessibility and source.

Maximise opportunities to increase sales by ensuring the team know and understand the features, benefits, unique selling points and other relevant information relating to products, product ranges and services offered by the business.

Promote all products and services confidently, demonstrating excellent knowledge and understanding of them.

Stoc

k

Understand the principles of stock control from sourcing to sale / supply. Understand the management of stock levels, security, restrictions (e.g. age restricted products), wastage and effective systems for recording them.

Ensure team complies with stock procedures to minimise stock damage or loss, maximise income and comply with legal requirements; take appro-priate action to sell stock that is near the end of its product, promotional or shelf life.

Take a proactive approach and lead the team to effective stock management, ensuring stock is accessible and available in line with quality requirements, where and when needed.

Tech

nica

l

Understand how current and emerging technologies support Retail operations and sales whether customer facing or remote and how best to operate them to achieve an efficient and effective service.

Oversee the appropriate use of technology in line with business policy and follow the appropriate procedures to deal with service issues.

Is an advocate for the effective and efficient use of technology.

Devl

opm

ent

Understand the knowledge, skills and behaviours required of self and others to develop a high performing team in the business. Understand team dynamics and the importance of enabling team members to appreciate their role in the wider organisation and in meeting business objectives.

Plan, organise, prioritise and oversee own and team members’ activities, supporting their induction, training, development and coaching. Delegating tasks fairly and appropriately to meet business objectives.

Take responsibility for own performance, learning and development. Develop positive relationships with team members, embracing new and better ways of working.


27

Perf

orm

ance

Know how to identify and develop excellent team performance. Understand how the performance of the team contributes to the overall success of the business.

Lead the team on a daily basis, setting targets and reviewing progress against them. Motivate team members, provide coaching and on the job training. Identify conflict within the team and work to resolve this with support from others.

Positively and confidently challenge poor performance and reward excellent performance in line with business procedures.

Lega

l and

go

vern

ance

Understand the importance of business compliance to legal requirements and supporting the team to operate in line with business policy and procedures.

Ensure self and team always comply with legal requirements, respond quickly to identified risks and ensure they are dealt with in line with business procedures and are reported to the appropriate member(s) of the management team.

Be responsible, advocate and adhere to the importance of working legally in the best interests of all people.

Dive

rsity

Understand how to work with and support people from a wide range of backgrounds and cultures and the business policy on diversity.

Ensure team members are aware of and follow business policies relating to diversity. Make rea-sonable adjustments as required for customers or team members.

Operate in an empathic, fair and professional manner with all indi-viduals regardless of background and circumstances.


28



Level 4Equivalent to a Foundation

Degree

OverviewThe Apprenticeship has been developed by Retailers to ensure managers working in a Retail environment are gaining the skills and knowledge needed within a Retail setting, forming part of their continued personal development.

Your Apprentice will undergo a 18 month Apprenticeship training programme at Level 4. Progression from this Apprenticeship would be into a Retail store manager, senior Retail manager, or area manager position.

Role profile Retail managers are responsible for delivering sales targets and a positive experience to customers that will encourage repeat custom and loyalty to the brand/business. It is a diverse role that includes leading and developing a team to achieve business objectives, working with a wide range of people and requires excellent communication skills.

Maximising income and minimising wastage are essential to the job. Therefore, individuals must develop a sound understanding of business and people-management principles to support the achievement of the vision and objectives of the business. Retail managers champion the way for personal development, training and continuous improvement, encouraging their team to develop their own skills and abilities to enhance business performance and productivity.


- Regular assessment (involving employer and training provider)

- A record of training and development and assessment will

be collected

- Successful completion of relevant and sufficient evidence to meet Retail manager Apprenticeship

standard




standard



- Written exam combination of

short and extended answer questions,

some incorporating scenarios

- Retail business project

- Professional discussion

4. Successful individuals gain:


Level 4

Retail Team ManagerLevel 4

29

30

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. A record of what the Apprentice can do following periods of training, development and assessment will be developed to track and monitor progress. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for the Retail Manager has three modes of assessment: a written exam with a combination of short and extended answer questions, a Retail business project and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure the consistent quality of assessment throughout the programme of learning.

Written Examination

• 2-hour written examination of short and extended answer questions, some incorporating scenario-based questions

• Externally set and marked automatically by the assessment organisation• Under exam conditions either on the employer’s premises or off site.

Practical Observation

A project requiring the Apprentice to look at a strategic challenge, opportunity or idea within their Retail environment. This must look both internally at the organisation and externally to the local and wider Retail markets and include financial implications. As a guide, the manager will research and recommend strategies for up to three years, including research, proposals and recommendations, as well as an implementation plan.


• 1-hour structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how they have performed during the Apprenticeship and their overall achievement of the



31

GradingThe independent end-point assessor confirms that each assessment element has been completed. The grade is determined by the independent end-point assessor on the overall performance of the Apprentice in the Retail business project and profession discussion: Pass/Distinction/Fail.

ProgressionOnce the Retail Manager Level 4 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is the Operations/Departmental Manager (Level 5) Apprentieship, that introduces them to higher-level management skills.

Level 4Retail

Manager

Level 5 Operations/

Departmental Manager


Achievement of the On-Demand Test, Retail Business Project and Professional Discussion is based on the assessment criteria in the Retail Team Leader Standard.

The grade is determined by the independent end assessor on the overall performance ofthe Apprentice in Retail business project and professional discussion.


Cust

omer

Understand key drivers of customer journeys and how managing positive customer experiences increases sales, customer spend and loyalty, and the resulting financial impact on the business.

Manage the customer experience, including remotely e.g. on-line, through ensuring the team deliver to customers a positive experience that benchmarks favourably to its main competitors and meets customer service objectives.

Take overall accountability and responsibility for customers’ expe-riences. Make effective decisions by balancing the needs of the customer and the business.

Busi

ness

Understand the vision of the business, its competitive position and own role and responsibility in the delivery of business objectives. Understand the market in which the business operates and how this impacts on the products/ services it offers.

Lead the team to achieve and exceed business objectives through forward planning, analysis and evaluation of own business area. Use sales and customer data to make sound and effective decisions which improve business performance.

Demonstrate personal responsibility for the strategic direction and objectives for own area of the business.


32

Fina

ncia

l

Understand the key drivers of profitable Retail performance and the relationship of forecasting to the Retail calendar. Know how to analyse and use information for forecasting and how to report on financial results. Identify the impact of different types of costs on the business and understand how to make effective use of resources.

Manage the overall performance of the team to achieve financial targets, taking into account the Retail calendar year. Analyse reports to identify and determine key actions and recommendations. Produce and report on financial plans as required by the business and identify and implement opportunities to increase profit and reduce waste.

Demonstrate commercial acumen and confidence to initiate change to improve the financial performance and profitability in line with business policy, objectives and procedures.

Lead

ersh

ip

Understand different leadership styles used in Retail businesses and when to use them effectively to motivate and inspire the team to do their best.

Provide clear direction and leadership to the team, giving open and honest feedback. Apply and adapt own leadership style to different Retail situations and people to achieve the desired outcome.

Influence, challenge and involve others, aligning personal values with those of the company to instil a high performance culture.

Mar

ketin

g

Know the key factors influencing a marketing plan, such as product launch and life cycle, pricing, discount and special offers and ways of marketing via physical and other media. Understand how own business has formed marketing plan and how own role can best utilise marketing strategies to address demand throughout the Retail calendar.

Communicate marketing objectives to team members and drive results. Analyse and evaluate the impact of marketing activities e.g. sales and customer feedback. Report the outcomes to senior management with relevant recommendations.

Proactively seek to understand the marketing strategy of the business, gain knowledge of local area and competition, take action, or upwardly communicate recommendations on action, to improve the implementation and drive marketing activities in area of responsibility.

Com

mun

icati

on

Understand how to communicate and cascade information effectively at all levels and to a diverse audience. Know how to identify the information required for decision making, how it should be gathered and reported internally and externally.

Establish clear communication objectives, lead communications in a style and manner that is relevant to the target audience and achieves an effective result for the business.

Adapt style and method of communication to the circumstances and needs of individuals intuitively, demonstrating appropriate skills such as empathy, fairness and authority as appropriate; seek and provide feedback in a positive manner.


33

Sale

s & P

rom

otion

s

Understand how to set sales targets that are challenging but realistic and how to lead team members to achieve sales targets, maximising opportunities and reducing potential threats to sales across the Retail calendar.

Manage the team to achieve sales targets through regular monitoring of performance against results, identifying high and low performance products / services and taking timely action to find and implement appropriate solutions.

Think ahead and take positive actions to maximise opportunities for sales and effective marketing activities, make cost effective use of resources through robust processes to meet sales targets.

Bran

d Re

puta

tion

Keep up to date knowledge of product ranges, brand development, promotions, current and future trends. Understand how to analyse, interpret and share information and brief relevant stakeholders on products and services.

Analyse and interpret product/service sales information and use it to make recommendations for future planning e.g. of staff and resources, ideas for new initiatives. Research and demonstrate new products/services or initiatives to the team.

Take ownership of the service offer, keeping self and team up to date with brand developments. Passionately take pride in new products and services actively promoting these with colleagues and customers.

Mer

chan

disi

ng

Understand key features of merchandising and how these link with the business’ merchandising plan to achieve sales targets. Know the particular requirements of related activities such as seasonal peaks and troughs over the Retail calendar year.

Ensure the team carry out activities in line with business and brand values that actively market the business, support competitiveness and help meet business objectives. Identify possible risks to brand reputation and take action to prevent or minimise their impact.

Adapt merchandising principles to own environment, store configuration, local needs and sales patterns.

Stoc

k

Understand how to manage an effective stock control system; recognise the financial implications to the business and own responsibility to manage stock to meet sales targets, marketing activities and business objectives.

Monitor the stock management system to minimise the cost of damage to stock and the loss of stock to the business. Ensure audit compliance and react quickly to results to maintain business standards and stock requirements.

Take ownership of stock management systems to meet current and projected business needs.


34

Tech

nolo

gy

Understand the technology requirements of the business and how to manage them to achieve effective and efficient Retail operations and service; identify commonly used and emerging technology in the Retail industry and identify its current and potential impact on the business.

Ensure technology is sourced, located, available, maintained and secured in line with business needs; oversee the use of technology in line with business policy, identify and make recommendations for improvement.

Drive efficiency in the implementation and use of new opportunities in technology for Retail that will provide benefits to the business.

Deve

lopm

ent

Identify a variety of ways to inspire and motivate team members, how to positively influence their approach to work and how to pass on knowledge and experience. Understand the importance of, and process for, ensuring team members’ and own development.

Work with team members to maximise their potential and achieve organisation’s objectives. Implement effective and accurate training on products, services and legislation governing sales, such as age restricted products, trading standards and weights and measures.

Help team members balance work and life priorities, realise their potential and see the benefits of self- development and improvement. Demonstrate commitment to self-improvement, championing a culture of continual development and progression.

Team

Per

form

ance Know how to recruit, retain and

develop the right people for the right roles. Know the key theories of performance management and how to apply them to Retail teams using own organisation’s tools and protocols to support them.

Recruit the right people into the right job, monitor team performance and recognise excellence, effectively manage performance that is below Standard.

Orchestrate effective team dynamics, build effective relationships that select the right person for the right task, recognise individual styles and preferences and use these to build a strong team.

Lega

l & G

over

nanc

e Understand environmental, legislative, corporate, data protection and social responsibilities relating to Retail businesses.

Manage and continuously review adherence to legislation and regulations / policies for due diligence; handle audits and regulatory authorities such as the Environmental Health Officer appropriately.

Be accountable, advocate and adhere to the importance of working legally in the best interests of all people.

Dive

rsity

Understand how local demographics impact on business, customers, staff and products and how this impacts the business policies on diversity and equal opportunities.

Implement business policy on diversity, ensuring team are aware of and know how to work effectively with colleagues customers and other stakeholders from wide range of backgrounds and cultures.

Instil values which embrace the benefits of working in a culturally diverse environment.




Level 2Equivalent to 5 x GCSEs

Grades 4 -9 or 1 x A-Level

OverviewThis Apprenticeship programme is based on short and concise professional standards that have been set by employers. Working as a commis chef is a great way of getting started in a kitchen and gaining the knowledge and skills required to progress into a more senior role.

Your Apprentice will undergo a 13-month Apprenticeship training programme at Level 2, during which the focus is on developing the core skills and knowledge required within their specific role to enable them to progress within the hospitality industry.

Role profile A commis chef is the most common starting position in many kitchens and, in principle, the most junior culinary role. A commis chef prepares food and carries out basic cooking tasks under the supervision of a more senior chef. The primary objective of the commis chef is to learn and understand how to carry out the basic functions in every section of the kitchen. Therefore, they have the opportunity to experience, consider and value each section with a view to choosing an area where they feel most inspired. The learning journey of any chef will vary considerably from one individual to the next, however, it is necessary to understand and have experience in the basics that this role provides in order to progress to any future senior chef role.



- A record of learning agreed with employer and assessor, which is

reviewed and monitored to enable students to achieve the level of competence required to meet

Standards.




Standard.



- On demand test, knowledge and

scenarios


- Culinary challenge observation




Level 2.

Commis ChefLevel 2

35

36

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews to ensure appropriate skills and behaviours are being developed to meet the Standard. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.

2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship standard and is ready to move to the End-Point Assessment (EPA). We will meet with you and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for the Commis Chef has four complementary modes of assessment: an on-demand test, a practical assessment, culinary challenge observation and a professional discussion.

On-Demand Test

• 90-minute on-demand multiple-choice test • Covers the core and relevant specialist function• Scenario-based questions, externally set and marked automatically by the assessment organisation

undertaken either on the employer's premises or off site.

GRADING - To pass, the Apprentice must achieve 70% of correct answers in the assessment activity. Apprentices must pass both sections (core and specialist function) to Pass overall on this assessment activity. A Distinction will be awarded to marks of 85% and above.


• 2-hour observation of the Apprentice in the workplace by the independent end-point assessor• This may be split to cover preparation and service• Shows Apprentice covering a range of tasks in their specialist function.

GRADING - In the observation, the Apprentice must demonstrate competence against all the assessment criteria. To pass, the observer will recognise competence in achieving objectives on time and to standard.

Commis ChefLevel 2

37

Grading

It is essential to gain the minimum marks in all four assessment modes. Successful Apprentices will gain a Pass or Distinction.

ProgressionOnce the Commis Chef (Level 2) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

The next step is the Senior Chef Production and Cooking (Level 3) Apprenticeship.

Level 2 Commis Chef

Level 3Senior Chef

Production & Cooking


The Apprentice is required to pass each of the assessments. Should an Apprentice fail an activity, this should be retaken as soon as the Apprentice is ready and when practicable for the business.

The independent end-point assessor will determine whether the Pass and Distinction grades have been achieved using the tools and processes of their assessment organisation.

Culinary Observation

• 2-hour observation in a controlled environment• Main course – from the organisation’s menu: dessert base dessert category issued by assessor, must be

adapted to reflect customer demand/seasonality.

GRADING - In the observation, the Apprentice must demonstrate competence against all the assessment criteria for Pass.


• 40-minute structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on the log of recipes produced to demonstrate competence across the culinary range .

GRADING - In the professional discussion, the Apprentice must demonstrate competence against all the assessment criteria.

Commis ChefLevel 2

38


Culin

ary

Identify the factors which influence the types of dishes and menus offered by the business.

Contribute to reviewing and refreshing menus in line with business and customer requirements.

Show enthusiasm for keeping up to date with business and industry trends.

Recognise how technology supports the development and production of dishes and menu items in own kitchen.

Use available technology in line with business procedures and guidelines to achieve the best result.

Use technology and equipment in line with training.

Recognise the importance of checking food stocks and keeping the storage areas in good order. Know the procedures to carry out and how to deal with identified shortages and food close to expiry date.

Check food stocks, report on shortages, prioritise food that is close to expiry and keep the storage areas in good order.

Has the confidence to promptly deal with sub-standard ingredients, or those nearing their sell by date.

Know how to undertake set up, preparation and cleaning tasks to standard whilst working in a challenging, time-bound environment.

Work methodically to prioritise tasks, ensuring they are completed at the right moment and to the required standard.

Demonstrate the ability to identify when tasks are not going to plan and has the confidence to request support when needed.

Identify correct ingredients and portion sizes for each dish in line with recipe specifications.

Measure dish ingredients and portion sizes accurately.

Pay attention to detail and work consistently to achieve standards.

Identify the principles of basic food preparation and cooking, taste, allergens, diet and nutrition.

Demonstrate a range of craft preparation and basic cooking skills and techniques to prepare, produce and present dishes and menu items in line with business requirements.

Show commitment to developing skills and knowledge, trying out new ingredients and dishes, practicing and reflecting on different preparation and cooking techniques.

Identify commonly used knives and kitchen equipment and their specific function.

Use correct knives and knife skills when preparing food and use the correct equipment when preparing, cooking and presenting food.

Demonstrate care and attention when using knives and equipment.

Recognise and understand sources and quality points of common food groups and commodities.

Correctly store and use food commodities when preparing dishes.

Consistently use the correct volume and quality of commodities in each dish, maintaining attention to detail.

Identify traditional cuts of: and basic preparation methods for meat, poultry, fish and vegetables.

Apply correct preparation and selection methods when using meat, poultry, fish and vegetables in dishes.

Utilise the correct cuts and preparation methods to produce high quality, technically sound dishes.

Commis ChefLevel 2

39

Recognise the impact of seasonality on the availability, quality and price of ingredients.

Complete preparation and cooking tasks to a high standard, delivered on time and presented as described within the recipe specification.

Has an appreciation of ingredients.

Food

Saf

ety

Identify the personal hygiene standards, food safety practices and procedures required. Understand the importance of following them and consequences of failing to meet them.

Maintain a clean and hygienic kitchen environment at all times completing kitchen documentation as required.

Demonstrate high personal hygiene standards.

Know how to store, prepare and cook ingredients to maintain quality, in line with food safety legislation.

Store, prepare and cook ingredients correctly to deliver a quality product that is safe for the consumer.

Follow safe working practices when storing, preparing and cooking ingredients to maintain their quality and safety.

Peop

le

Understand how personal and team performance impact on the successful production of dishes and menu items.

Work effectively with others to ensure dishes produced are of high quality, delivered on time and to the standard required.

Take pride in own role through an enthusiastic and professional approach to tasks.

Know how to communicate with colleagues and team members from a diverse range of backgrounds and cultures.

Use suitable methods of communication and operate in a fair and equal manner that demonstrates effective team working.

Listen to and respect other peoples’ point of view and respond politely.

Understand the importance of training and development to maximise own performance.

Develop own skills and knowledge through training and experiences.

Welcome and act on feedback to improve personal methods of working, recognising the impact that personal performance has on the team. Recognise own personal growth and achievement.

Know how to support team members when the need arises.

Support team members to produce dishes and menu items on time to quality standards.

Respond positively to instruction and be aware of team members who may need support to get menu items out on time without compromising quality.

Have an understanding of professional behaviours and organisational culture.

Perform role to the best of own ability in line with the business values and culture.

Behave in a manner in line with the values and culture of the business.

Commis ChefLevel 2

40

Recognise how all teams are dependent on each other and understand the importance of teamwork both back and front of house.

Develop good working relationships across the team and with colleagues in other parts of the organisation. Deal with challenges and problems constructively to drive a positive outcome.

Communicate and behave effectively to help team members achieve the best result for the customers and the business.

Busi

ness

Understand the basic costing and yield of dishes and the meaning of gross profit.

Follow instruction to meet targets and effectively control resources.

Be financially aware in approach to all aspects of work.

Understand the principles of supply chain and waste management.

Follow procedures regarding usage and waste of resources.

Set an example to others by working in ways which minimise waste.

Recognise potential risks in the working environment, how to address them and the potential consequences of those risks.

Undertake all tasks with due care and attention, reporting risks in the appropriate manner.

Is vigilant and aware of potential risks within the kitchen environment and takes action to prevent them.

Commis ChefLevel 2




4-9 or 1 x A-Level

OverviewThis Apprenticeship programme is based on short and concise professional standards that have been set by employers and focused on the varied role of the Hospitality Team Member.


Role profile The role is very varied and, although hospitality team members tend to specialise in an area, they must be adaptable and ready to support colleagues across the business, for example, during busy periods.Specialist areas in hospitality include food and beverage service, serving alcoholic beverages, barista, food preparation, housekeeping, concierge and guest services, reception, reservations and conference and banqueting. The most important part of the role is developing fantastic hospitality skills and knowledge, such as recognising customer needs, knowing how to match them to the products and services of the business and working as part of a team to ensure that every customer, whether they are eating in a restaurant, drinking cocktails in a bar, ordering room service in a hotel or attending a business conference, feels welcomed and looked after.



- Synopsis of business project (200-300 words)



Standards.




Standard.



- On-demand test, knowledge and

scenarios


- Business project




Level 2.

Hospitality Team MemberLevel 2

41

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews of progress and assess learning towards theoretical and practical skills development through the collation of 360-degree feedback, mentorship and continuous quality checking. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for the Hospitality Team Member has four complementary modes of assessment: an on-demand test, a practical observation, a business project and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistency throughout their learning programme.

On-Demand Test

• 90-minute on-demand multiple-choice test• Covers the core and relevant specialist function• Scenario-based questions• Externally set and marked automatically by the assessment organisation• Undertaken either on the employer's premises or off site.






42

Grading

It is essential to gain the minimum marks in all four assessment modes. Successful Apprentices will gain a Pass or Distinction.

ProgressionOnce the Hospitality Team Member (Level 2) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is the Hospitality Supervisor (Level 3) Apprenticeship.

Level 2 Hospitality

Team Member

Level 3Hospitality Supervisor



The independent end-point assessor will determine whether the Pass and Distinction grades have been achieved.

Business Project

• Project to look at an opportunity/challenge/idea to make an improvement to the business. For example, customer experience, reducing waste etc

• Research and write within two months and then present to employer and independent end-point assessor in formal 30-minute presentation with a question-and-answer session.

GRADING - In the business project, the Apprentice must demonstrate competence against all the assessment criteria for a Pass.


• 1.5-hour structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how they have performed during the Apprenticeship and their overall achievement of the




43


Busi

ness

Know the business vision and values, its main competitors, how it fits into the wider hospitality industry and how own area of work contributes to achieving business targets.

Perform activities to positively promote business/brand standards and identify opportunities to increase sales and achieve customer loyalty.

Proactively support the reputation of the business and be aware of how it compares with its competitors.

Know how own role can minimise unnecessary financial loss to the business.

Carefully handle payments, transactions, stock and packaging to minimise unnecessary financial loss.

Carry out activities with consideration of their cost and value.

Understand how personal discipline in approach to work, for example, time-keeping, attendance, personal appearance, personal presentation and conduct can all have an impact on the business/ brand reputation.

Prepare and organise own work, for example, promptly arriving for shifts, communicating information at team meetings/briefings, following business/ brand guidelines and procedures, meeting agreed deadlines.

Organise own work and have the confidence to ask for guidance, fully participate in performance reviews and training and act on feedback relating to personal performance.

Know the products/services that are offered by the business, their prices and special offers and how to match them to customers’ needs.

Clearly communicate relevant and useful information on products and services based on a clear understanding of customers’ needs.

Confidently demonstrate a belief in the products/services the business offers.

Know how the business aims to increase its market share and compete against its main competitors, for example, its unique selling points, promotions and marketing campaigns.

Actively promote the unique selling points of the business and special offers available and promotions to customers.

Keep up to date with how the business positions itself within the wider hospitality industry.

Understand how the use of technology can enhance customer service and productivity in hospitality businesses.

Use technology appropriately and efficiently in line with company policy in a way that supports customer service and ensure that faults and maintenance issues are reported promptly.

Use technology responsibly and take an interest in new developments that relate to own job role.

Recognise and understand legislative responsibilities relating to the business and the products and/or services it offers.

Comply with legal requirements to avoid risks, minimise disruption to the business and to maintain the safety and security of people at all times.

Work with integrity in a safe, honest and trustworthy manner putting personal safety and that of others first.


44

Know how the activities in hospitality businesses can have a negative effect on the environment.

Work in a way that minimises negative effects on the environment, for example, by managing wastage in line with business procedures.

Demonstrate personal commitment to minimising the negative effect on the environment caused by work activities.

Peop

le

Understand the importance of using appropriate methods of communication that are suitable for different situations and individuals’ needs in a variety of hospitality contexts.

Communicate accurately and effectively with others in line with the business culture to achieve the best result according to the situation.

Take a friendly and outgoing approach and enjoy talking and interacting with others, and communicating according to the business / brand standard.

Know how to support and influence the team positively, recognising how team members are dependent on each other to meet business objectives.

Support team members to ensure that the products and services delivered are of a high quality, on time and meet customer expectations in line with business needs.

Demonstrate pride in own role through a consistently positive and professional approach. Be aware of the impact of personal behaviour within the team.

Understand how to work with people from a wide range of backgrounds and cultures.

Put people at ease in all matters. Adapt products and services as necessary, helping people to feel welcome and supported and provide them with information that is relevant to their needs.

Operate in a fair and professional manner.

Team

Lea

ding

Understand how to support the supervision of team members, for example, new and junior employees to assist line manager.

Contribute to meetings and planning shifts, support shift briefings and assist in the monitoring of standards to help ensure quality is maintained.

Demonstrate the ability and confidence to deputise for the line manager when necessary.

Food

& B

ever

age

Serv

ice

Know the range of food and beverage service styles and standards within different types of hospitality operations; the key features of menu items products and services, and basic food and beverage pairing in line with menu.

Ensure each stage of food and beverage service meets business / brand standard, including, for example, customer arrival, provision of information, promoting menu and other items, taking and processing orders, serving food and drink and taking payments. Food and beverage service must be demonstrated in at least one food service style, such as table service, counter service, room service or conference and banqueting.

Take a responsible approach to the preparation, sale and service of food and beverages for example in relation to safe handling and storage, and accurately communicating the contents of products.


45

Alco

holic

bev

erag

e se

rvic

e(A

ppre

ntice

s tha

t spe

cial

ise

in A

.B se

lect

one

of t

he th

ree

optio

ns)

Know a variety of alcoholic beverages, their basic characteristics, information required for the customer, equipment required to store, prepare and serve them and storage conditions required for optimum quality.Plus specialist knowledge from one of wine service, beer/cask ale or cocktails/mixology below.

Provide accurate information on alcoholic beverages. Prepare, serve and store alcoholic beverages in the correct manner and use specialist equipment for preparing and serving alcoholic beverages appropriatelyPlus specialist skills from one of wine service, beer/cask ale, or cocktails/mixology below.

Take a responsible approach to the preparation, sale and service of food and beverages, for example, in relation to safe handling and storage, and accurately communicating the contents of products.

Wine service: Know a variety of wine styles and popular grape varieties, their basic characteristics, basic wine and food pairing in line with the menu, information that will help inform customers, equipment required to store and serve wines and conditions required for optimum wine quality.

Wine service: Provide accurate information on the wine menu, make basic recommendations to customers based on menu, serve and store wine in the correct manner and use specialist equipment for preparing and serving wine appropriately.

Beer/Cask Ale: Know a variety of beers, including bottled, keg and cask ales, their characteristics, basic food pairing in line with the menu, information that will help inform customers, the equipment required to store and serve them and conditions required for optimum quality and the correct cellar procedures and conditions.

Beer/Cask Ale: Provide accurate information on beers, including bottled, keg and cask ales. Make recommendations to customers based on menu, serve and store beer and cask ales in the correct manner and use specialist equipment appropriately. Help ensure that the correct cellar conditions are maintained to preserve the quality of the beer / cask ale.

Cocktails/Mixology: Know the main categories of cocktails, including common base ingredients, methods of preparing and serving them, how ingredients and equipment should be stored and information that will help inform customers.

Cocktails/Mixology: Provide accurate information on the cocktail menus to customers, prepare cocktails using a range of ingredients and methods and adjust the cocktail to customers’ taste and preference. Ensure ingredients are stored correctly and use specialist equipment appropriately.


46

Baris

ta

Know the main categories and types of hot and cold beverages, in particular coffee and the methods of preparing and serving them. Know how different ingredients should be stored and the origins key ingredients. Identify specialist equipment and know how to use it correctly and keep it clean and hygienic.

Provide accurate information on hot and cold beverages, demonstrate how to make a variety of products, follow customer requirements for strength and flavour, ensure ingredients are stored correctly and use specialist equipment appropriately.

Take a friendly and outgoing approach and enjoy talking and interacting with others, and communicating according to the business brand standard.

Food

Pro

ducti

on

Know how to perform basic food processing tasks such as preparation, cooking and regeneration of food in line with business/brand specifications and identify how to follow kitchen procedures to maintain food safety and quality. Know how to maintain excellent standards of hygiene and how to use equipment correctly and store food safely.

Perform basic cleaning, washing up, food processing, preparation, regeneration and cooking tasks following line with the kitchen procedures and maintain food safety and quality. (Basic food processing and preparation includes for example sandwiches, bar snacks, light bites, compiling desserts, toasted items.)

Demonstrate high personal hygiene standards and clean workstation ethic at all times.

Conc

ierg

e &

Gue

st S

ervi

ces

Know the main categories and types of hot and cold beverages, in particular coffee, and the methods of preparing and serving them. Know how different ingredients should be stored and the origins key ingredients. Identify specialist equipment and know how to use it correctly and keep it clean and hygienic.

Provide accurate information on hot and cold beverages, demonstrate how to make a variety of products, follow customer requirements for strength and flavour, ensure ingredients are stored correctly and use specialist equipment appropriately.

Take every opportunity to provide customers with all the information and services they need to get the best out of their stay. Maintain discretion and customer confidentiality.

Hous

e-Ke

epin

g

Know how to clean and maintain a variety of areas and materials and understand the importance of responsibility using cleaning equipment, techniques, chemicals and agents and ensuring that the appearance of rooms and external areas meet the business/brand standard.

Clean and maintain bedrooms and public areas including furniture, fixtures and fittings, soft and hard flooring; identify and report maintenance needs and check that outcomes of work meet the businesses/brand standards for presentation

Pay attention to detail and have high standards of cleanliness and presentation. Work in a discreet manner and maintain customer confidentiality.


47

Rece

ption

Know business procedures for delivering reception operations and understand the requirements for processing personal and sensitive data. Identify internal customers and their needs and how they feed into the operation. Know the products, facilities and services of the whole business and how to communicate these to customers, staff and visitors.

Welcome customers and provide a broad range of relevant information relating to the business. Support an efficient check in/check out service for customers, answer enquiries and take reservations and bookings face to face, on the telephone or on-line. Be the link between visitors, staff and guests.

Be highly organised and has the ability to multitask whilst maintaining an engaging, friendly and helpful attitude to customers to meet them.Ensure interdepartmental and external communication provides good flow of information to meet and exceed customers’ expectations.

Actively seek opportunities to make a great guest experience.

Rese

rvati

ons

Understand how to take individual and group accommodation or event reservations in line with business/ brand standard. Know the pricing policy of the organisation and how this ensures effective yield management. Understand requirements for processing personal and sensitive data.

Take and process reservations and negotiate rates in line with own authority. Ensure reservations follow organisation’s yield management policy. Support the team to plan events, show customers the facilities of the business and provide information on the typical procedure for running events

Be highly organised and have the ability to multitask whilst maintaining an engaging, friendly and helpful attitude to customers to meet them.

Ensure interdepartmental and external communication provides good flow of information to meet and exceed customers’ expectations.

Actively seek opportunities to make a great guest experience.

Rece

ption

Understand how to adapt approach and communication with the customer depending on the nature of their visit and event, for example, the difference in approach for a wedding party or a business. Know how and where to secure resources and own authority to do so, in line with the organisation's procedures.

Support the delivery of a variety of events according to the business/ brand standard. Co-ordinate with customers, suppliers and team members, ensuring the right resources are in place to meet the event brief.


48




OverviewThis Apprenticeship programme is based on short and concise professional standards that have been set by employers. Your Apprentice will cover the core set of supervisor skills and knowledge that are the same regardless of the setting. Supervisors may specialise in specific functions or work across a variety of areas of the business, reflecting the multifunctional nature of the industry.


Role profile Hospitality supervisors work across a wide variety of businesses, including bars, restaurants, cafés, conference centres, banqueting venues, hotels and contract caterers. They provide vital support to management teams and are capable of independently supervising hospitality services and running shifts. They typically work under pressure, delivering fantastic customer service and motivating a team is essential to their role. The majority of supervisors’ skills and knowledge are the same, but supervisors may specialise in specific functions or work across a variety of functions, which reflect the multi-functional nature of the industry.




reviewed and monitored to enable students to achieve the level of

competence required to meet the Standards

- Present a 2-page (200-300 words) synposis of a business project.




Standard.



- On-demand test, knowledge and

scenarios


- Business project




Level 3.

Hospitality SupervisorLevel 3

49



3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for the Hospitality Supervisor has 4 complementary modes of assessment: an on-demand test, a practical assessment, a business project and a professional discussion. We will ensure the Apprentice is taken through all the modes of assessment and assure consistent quality of assessment.

On Demand Test

• 2-hour (including 30-minute reading time) on-demand multiple-choice test• Covers the core and relevant specialist function• Scenario-based questions• Externally set and marked automatically by the assessment organisation• Undertaken either on the employer's premises or off site.






50

Grading

ProgressionOnce the Hospitality Supervisor (Level 3) Apprenticeship is complete the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next steps is Hospitality Management (Level 4) Apprenticeship.

Level 3 Hospitality Supervisor

Level 4Hospitality Manager


The Apprentice is required to pass each of the assessments. Should an Apprentice fail an activity this should be retaken as soon as the Apprentice is ready and when practicable for the business.

The independent end-point assessor will determine whether the Pass and Distinction grades have been achieved based on tools developed by their awarding organisation.

Business Project


• Research and write within two months and then present to employer and independent end-point asses-sor in formal 30-minute presentation with a question-and-answer session.

GRADING - In the business project, the Apprentice must demonstrate competence against all the assessment criteria for a pass.


• 1.5-hour structured meeting• Led by the independent end assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how they have performed during the Apprenticeship and their overall achievement of the




51


Busi

ness

Understand own role in motivating the team to work according to the business vision and values and to achieve business targets, always focussing on the importance of providing the best service for customers.

Contribute to and monitor operational procedures, working practices and team performance and make recommendations for business improvements.

Demonstrate a personal drive to achieve the business values, vision and objectives.

Understand the financial operations of hospitality businesses and know how to source and use financial information relating to own area of work.

Operate within budget, exercising strict resource control and minimising wastage, using appropriate techniques to manage and control costs.

Operate astutely and credibly on all matters that affect business finance.

Understand how own business area interacts with others and the organisation as a whole.

Supervise the delivery of a quality service that supports the department in achieving overall business objectives.

Operate with a quality focus to achieve the best for the business.

Know the standard business operating procedures.

Monitor the team to ensure they follow processes and procedures in line with business/ brand standards at all times.

Positively support the benefits of working within standard business operating procedures.

Understand how to identify, plan for and minimise risks to the business and service.

Identify and isolate matters of concern, establish the cause and intervene accordingly to minimise disruption to the service and risk to people.

Be solution focussed and remain calm under pressure, adopting a constructive attitude to dealing with problems and driving a positive outcome.

Understand how a variety of technologies support the delivery of hospitality products and services.

Use available technology effectively in all work activities and performance.

Champion the responsible use of technology.

Understand legislative requirements, their implications and applications in hospitality businesses.

Monitor and ensure compliance to legislative requirements in all work activities.

Advocate and adhere to the importance of working safely and legally in the best interest of all people.

Core: All hospitality supervisors must have all of the following generic skills, knowledge and behaviour


52

Peop

le

Understand how to effectively organise and coordinate a team to provide required levels of service to meet customer demand.

Plan, resource and organise the team to meet expected levels of customer demand within business constraints.

Contribute to the review process, being aware of the individual needs of the team.

Understand how to work with hospitality team members to achieve targets and support business objectives.

Set realistic but challenging objectives with the team and work continuously to accomplish the best results.

Encourage team to demonstrate personal pride in their role through a consistently positive and professional approach.

Know how to select the best methods of communication to motivate and support team members in a hospitality environment.

Demonstrate effective methods of communication that achieve the desired results, taking action to correct poor communication within the team.

Strive to continuously improve the effectiveness of personal communications.

Identify the knowledge and skills required of hospitality teams; know how own team fits within the wider business and how to maximise team members’ potential to drive the best results for the business.

Actively support team members to maximise potential in their role and identify opportunities for development.

Encourage team members to see the importance of their role within the wider business and opportunities for development.

Cust

omer

s

Understand the importance of customer profiles, how to build them and understand how this enables the business to meet their needs profitably and in line with business/ brand standards.

Coordinate the team to deliver to customers according to their needs in line with business/brand standards, enhancing their experience where appropriate.

Proactively encourage a customer centric culture.

Know the marketing and sales activities of the business and how to support them to achieve the desired outcome.

Implement sales and marketing strategies in own area, ensuring team are fully supported to deliver them.

Be proactive in supporting sales and marketing activities.

Understand the requirements of the product and brand standards of the business.

Actively promote the brand and product and consistently maintain the highest standards.

Demonstrate a belief in the brand and product the business offers.

Lead

ersh

ip

Identify the different leadership styles and supervisory management skills which are effective in hospitality businesses.

Use leadership styles and supervisory management skills appropriate to the business and situation.

Lead by example to maximise performance.

Understand how to work fairly with individuals that have diverse needs.

Ensure team members are aware of and follow policy relating to diversity.

Act as a role model operating in an empathic, fair and consistent professional manner.


53


Food

& B

ever

age

Supe

rvis

or

Understand the basic principles of menu design, layout andpresentation; know the specifications of menu items, how to matchfood and beverages and how to keep up to date with trends in foodand beverages.

Ensure menus and promotional materials are up to date and presented accurately to the customer by the team in line with business / brand standards and customer needs. Brief team on menu items and ensure customers are providedwith helpful information and recommendations on food and beverages.

Demonstrate passion for high quality food and drink productsand service.

Know how to keep up to date, source information and brief the team on service requirements, special requests that will impact on service, promotions and details on specials, dish content and beverage product features.

Prepare food and beverage service areas in good time ensuring all resources are available and ready for use; ensure team provide efficient, accurate and effective service in line with service style meeting customer needs and business/brand standards.

Food

& B

ever

age

Supe

rvis

or

Understand how to keep bar operations running smoothly and dealwith any customer concerns, identifying where potential conflictcould occur, in accordance with the law.

Coordinate an effective bar service, ensuring licensing laws are adhered to at all times, customer issues are dealt with and potential conflict minimised.

Take a responsible approach to selling licensed products, anddeal with conflict calmly and safely.Understand the requirements of the

product and brand standards of the business.

Actively promote the brand and product; and consistently maintain the highest standards.

Specialist: Hospitality supervisors must select one of the following operational areas in line with their specialist function:


54

Hous

e Ke

epin

g Su

perv

isor

Know how to allocate tasks and timescales on a daily basis to ensureareas are cleaned in line with business requirements. Know how to ensure team follows procedures for responsible use of cleaning materials and equipment in line with business requirements.

Coordinate team and allocate tasks on a daily basis to ensure positive presentation and image of the business within allocated timescales, ensuring business/brand standards are maintained.

Set examples of cleanliness and presentation, and have theconfidence to deal with issues effectively and promptly.Understand how to monitor standards

and identify, prioritise and deal with maintenance, repairs and refurbishment issues.

Monitor standards of cleanliness and identify maintenance, repairs and refurbishment requirements, communicating them to the relevant person.

Conc

ierg

e Su

perv

isor

Know how to collect and keep up to date information on local services and know how to communicate these to customers in a way they are understood e.g. places of interest, travel options, places toeat and drink.

Maintain information on expected customer requirements including local services and travel options. Efficiently sourceinformation not readily available when needed, regularly review sources and develop effective networks.

Actively keep knowledge up to date to be able to givecustomers useful and up to date information which enhancestheir stay.

Identify how to maintain secure storage systems for customers andrecognise their importance to upholding customer confidence andbusiness reputation.

Maintain a secure system for the storage of customers’ luggage and other personal items.

Identify the porter and parking/valet and transport services offered by the business and know how to communicate relevant available options clearly to customers.

Coordinate the porter service and parking/valet and transport services offered by the business.

Fron

t Offi

ce S

uper

viso

r

Understand how to implement and the importance of, check-in, check-out and reservation procedures to ensure they are efficient and reliable for customers.

Coordinate efficient check-in, check-out and the reservationprocedures if applicable in own role.

Demonstrate consistently high standards of personalpresentation.

Identify the standards of personal presentation, recognise theirimportance to positive customer first impression and know how toensure team uphold them.

Motivate the team to present a professional image at all times as the first point of call for most customers.

Know how to source information, keep up to date with and brief team on customer requirements. Understand how to implement and the importance of procedures to maintain customer confidentiality in line with legislation and business requirements.

Coordinate customer requirements, providing accurate information and maintaining customer confidentiality at all times.


55

Even

ts S

uper

viso

r

Identify the information required and know how to source, evaluate and use it to plan events which meet customer and business requirements.

Support event planning and coordinate events in line with customer requirements, communicating appropriately with avariety of organisations such as suppliers and exhibitors. Is highly organised and proactive,

anticipating and solving problems quickly to ensure stakeholder satisfaction.

Understand how to develop and implement an event agreement to meet customer needs during the event.

Act as the main point of contact for customers during the event to ensure their requirements are met according to theevent agreement.

Understand the budget requirements for the event and know how to ensure these are adhered to and accurate records kept.

Maintain a record of expenses and adhere to the budget set by the customer.

Hosp

italit

y O

utle

t Sup

ervi

sor

Identify the correct levels of stock and consumable items to ensure sufficient for customer demand.

Coordinate operations to ensure equipment and display areas are stocked and presentable.

Demonstrate commercial awareness.

Understand the importance of opening, monitoring and closing procedures to the efficient running of the outlet.

Open, monitor and close the outlet following business procedures.

Understand how to maintain effective displays and recognise their importance on sales and brand/business reputation

Maintain the brand and business standard at all times, identifying possible areas for improvement.


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OverviewThis Apprenticeship is based on short and concise professional standards that have been set by employers. The programme is aimed at developing chefs by gaining experience in an operational role, providing them with the knowledge and skills required to progress in a hospitality environment.

Your Apprentice will undergo a 15-month Apprenticeship training programme at Level 3, during which the focus is on developing the core skills and knowledge required within their specific role.

Role profile Senior production chefs strive to produce customers’ meals consistently to perfection according to predetermined specifications. They have the ability to work independently and lead a team in often hot and highly challenging kitchen environments.

Production chefs are likely to work in organisations in which recipes and menus have been created by a central development team. Production chefs and their teams work quickly and efficiently, often producing food in in high volumes, which is repeated day after day, requiring energy, highly methodical organisational skills and attention to detail.


-Regular assessment (involving employer and Qube Learning)



Standards.

- Present a 2-page (200-300 words) synposis of a business project.




Standard.




questions


- Business project




Level 3.

Senior ChefLevel 3

57

58

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews to ensure appropriate skills and behaviours are being developed to meet standards. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for the Senior Chef Production and Cooking has four complementary modes of assessment: a knowledge-based multiple-choice test, a practical observation, a business project and a professional discussion.

On-Demand Test

• 2-hour (including 30-minute reading time) on-demand multiple-choice test• Covers a range of knowledge from across the Standard• Scenario-based questions• Externally set and marked automatically by the assessment organisation• Undertaken either on the employer's premises or off site.

GRADING - To pass, the Apprentice must achieve 70% of correct answers in the assessment activity. Apprentices must pass both sections (core and specialist function) to Pass overall on this assessment activity. A Distinction will be awarded to marks 85% and above.




Senior ChefLevel 3

59

Grading

ProgressionOnce the Senior Chef Production and Cooking (Level 3) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is the Hospitality Manager (Level 4) Apprenticeship.

Level 3Senior Chef Production & Cooking

Level 4Hospitality Manager



The independent end-point assessor will determine whether the Pass and Distinction grades have been achieved using the tools and processes of their assessment organisation.

Business Project


• Research and write within two months and then present to employer and independent end-point asses-sor in formal 30-minute presentation with a question-and-answer session.

GRADING - In the business project, the Apprentice must demonstrate competence against all the assessment criteria for a pass.


• 1.5-hour structured meeting• Led by the independent end-point assessor, involving the Apprentice and employer (e.g. line manager)• Focusing on how they have performed during the Apprenticeship and their overall achievement on, the



Senior ChefLevel 3

60


Culin

ary

Understand the principles of food preparation and cooking, knife selection and handling, taste, diet & nutrition and how to bring these together in a challenging and time bound environment.

Demonstrate a range of food preparation, knife and cooking skills and techniques to produce quality dishes in line with business requirements.

Remain calm under pressure and handle many tasks at once ensuring they are completed at the right moment and to the agreed standard.

Know the business or brand specifications and understand how to use them to create standardised menu items and dishes.

Produce profitable menu items and dishes according to business specifications.

Take a flexible and adaptable approach to meet business requirements.

Understand how technology supports the preparation and production of menu items and dishes.

Use technology appropriately and efficiently to support the production of food and ensure maintenance issues and malfunctions are dealt with promptly.

Use technology and equipment responsibly to ensure it is maintained in good working order.

Know how to recognise malfunctions or hazards and work to agreed practices and guidelines to ensure a safe, clean and hygienic kitchen environment.

Support team to deal with unexpected malfunctions or hazards that disrupt work activities.

Be solution focussed when dealing with unexpected challenges.

Understand how personal approach and performance impacts on the successful production of menu items and dishes.

Ensure positive business or brand image is upheld in work activities and the delivery of products at all times.

Demonstrate a belief in the value of products and services the business offers.

Keep up to date knowledge of product range, brand development, promotions and current trends.

Exceed customer satisfaction by maintaining consistency in product and service quality.

Take ownership for keeping up to date with the business offer and brand developments.

Food

Saf

ety

Know the food safety practices and procedures to ensure the safe preparation and cooking of food.

Prepare, cook and present food to agreed food safety practices and guidelines, ensuring a clean and hygienic kitchen environment is maintained at all times.

Take responsible decisions that support high standards of food safety practices.

Know what to look for in ingredients and how to handle and store them to maintain quality, in line with food safety legislation.

Ensure ingredients are stored, prepared, cooked and presented to deliver a quality product that is safe for the consumer.

Use a considered approach to managing ingredients to maintain their quality and safety.

Senior ChefLevel 3

61

Peop

le

Know how to support and influence the team positively to deliver a high quality product.

Support team members and ensure the food produced is of high quality, delivered on time and to specification.

Encourage the team to take a pride in their role through a consistently positive and professional approach.

Recognise how all staff and teams are dependent on each other and understand the importance of teamwork both back and front of house in achieving business objectives.

Maintain harmony across the team and with colleagues in other parts of the organisation, identifying and dealing with problems constructively to drive a positive outcome.

Be solution focussed to achieve the required outcome and support positive, open communications that help team members achieve the best result for customers and the business.

Understand how to work with people from a wide range of backgrounds and cultures and recognise how local demographics may impact on the product range of the business.

Use effective methods of communication and operate in a fair and empathic manner that achieves the desired result and demonstrates a customer centric culture.

Actively listen and empathise with other people's point of view, respond politely and promote a fair, non-discriminatory and equal working environment.

Know how to communicate knowledge and experience to the team and support individuals’ development.

Identify development needs and actively encourage and support individuals to enhance their skills and knowledge.

Celebrate personal growth and achievement of team members.

Busi

ness

Know the business vision and objectives and brand standards and the principles of business success by growing sales, reducing costs and maximising profit.

Effectively use techniques that support cost reduction and improve performance, revenue, profit margins and customers’ experience.

Demonstrate a keen business sense, producing food to brand standards efficiently and cost effectively.

Understand how to operate efficiently to deliver profit margins, reduce wastage and support the overall financial performance of the business.

Monitor costs, using forecasting to set realistic targets with the team, effectively control resource allocation, minimise wastage and use sustainable working practices.

Actively discourage waste and work to avoid complaint related wastage, demonstrating commitment to sustainable working practices.

Recognise and understand legislative responsibilities and the importance of protecting people's health, safety and security.

Comply with legal requirements and inspire customer confidence by maintaining the safety and security of people at all times.

Advocate the importance of working safely and legally in the best interest of all people.

Senior ChefLevel 3

62

Know how to identify, plan for and minimise risks to the service and operation.

Risk assess situations, identifying and isolating matters of concern, by establishing the cause and intervening accordingly to minimise any risk to people and comply with legislation.

Think and act quickly to address problems as they arise and keep customers satisfied and operations flowing smoothly.

Know the customer profile of the business, who its main competitors are and the business growth strategy.

Carry out activities in line with business and brand values that actively market the business, support competitiveness and help meet business objectives.

Visibly and authentically live the brand, culture and values of the business through a passionate enthusiasm to provide everyone with the best possible experience.

Senior ChefLevel 3




4-9 or 1 x A-Level

OverviewTo work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult care workers need to have the right values and behaviours and must develop the competences and skills required to provide high-quality and compassionate person-centred care. As frontline staff, they will help adults with care and support needs to achieve their personal goals and live as independently and safely as possible.

Your Apprentice will undergo a 13-month Apprenticeship training programme at Level 2, gain a Level 2 Diploma in Health and Social Care qualification and will complete the Care Certificate. Throughout the Apprenticeship programme, Qube Learning will ensure a rigorous and professional assessment process to assure that high standards of quality across the care sector are maintained.

Role profile Working with people and feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities. Job roles are varied and are typically determined by the type of service being provided and the individual being supported. Adult care workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This Standard also covers personal assistants who have the same job as an adult care worker but work directly for one individual, usually within their own home.


- Regular learning and assessment (involving employer and Qube

Learning)


development activities with their application in the workplace

- Through evidence of 360-degree feedback within the ongoing

development portfolio

- Successful completion of Level 2 Diploma in Health and Social Care

qualification

- Completion of the Care Certificate.


Employer and Qube Learning agree the


Standard.


- Situational judgement test



- An industry-designed Apprenticeship

- An industry-recognised Level 2 Diploma in

Health & Social Care

- Care Certificate.

63

Adult Care WorkerLevel 2

64

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews of progress and assess learning towards theoretical and practical skills development through the collation of 360-degree feedback, mentorship and continuous quality checking. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice. In addition to the Standard, we offer the Level 2 Diploma in Health and Social Care, which Apprentices will complete before reaching the Gateway.

2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship Standard and is ready to move to the End-Point Assessment (EPA). In order to be eligible to pass through the Gateway. We will meet with you and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Adult Care Worker has two modes of assessment: a situational judgement test and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Situational Judgement Test 50%

Apprentices are presented with a range of real-life scenarios about which they are required to answer questions in a multiple-choice format (60 questions).

The assessment will be undertaken online, under controlled conditions, with a time limit applied. Questions will be drawn from the stated knowledge and skills elements of the Standard, and focus on the higher order competencies.

It is a requirement to achieve 40 correct questions for a Pass. Should an Apprentice achieve between 25 and 29, they are permitted to retake within three months. Candidates achieving fewer than 25 correct questions will not be permitted to retake until they have completed a professional review of performance and acted on its findings.

GRADE WEIGHTING - 40 correct questions to gain a Pass grade, 50 correct questions to gain a Merit grade and 55 correct questions to gain a Distinction grade.


65

GradingThe Apprentice will be required to complete and achieve a minimum of a pass in both of the end-point assessment components, as outlined above, in addition to achieving the prerequisite components to allow the assessments to be attempted. The grade for each component will appear on the achievement certificate. The final grade is decided by the following combinations:


Pass Merit Distinction

Situational Judgement

Test

Pass Pass Merit Merit

Merit Pass Merit Distinction

Distinction Merit Merit Distinction

ProgressionOnce the Adult Care Worker (Level 2) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder. A suggested Apprenticeship pathway is illustrated here.

Professional Discussion 50%

In this concluding assessment module, the end-point assessor leads a 45-minute discussion to uncover additional evidence of personal development activities and determine how this learning was applied to the role and workplace. Apprentices can only apply to undertake the discussion component once they have achieved a pass in the situational judgement test. The discussion will draw questions and amplifications from prior learning and experience, including, where applicable, the candidate’s self-assessment and supporting evidence, which will include testimony from service users. A sample of the standardised candidate questions asked to every Apprentice candidate in the interview will be developed and made open and publically available on the Internet.

GRADE WEIGHTING - Three levels of grade available: Pass, Merit and Distinction which are mapped against the standard interview record template.

Level 3Team Leader/

Supervisor

Level 3Lead Adult

Care Worker

Level 2 Adult Care Worker


66

Knowledge and Understanding (Know it) Ability and Skills (Show it)

Task

s & R

espo

nsib

ilitie

s

The tasks and responsibilities of the job role relevant to the context of the service in which they are working. This could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care.

Support individuals they are working with according to their personal care/support plan.

Professional boundaries and limits of their training and expertise.

Ask for help from an appropriate person when not confident or skilled in any aspect of their role.

Relevant statutory standards and codes of practice for their role.

Provide individuals with information to enable them to have choice about the way they are supported.

What the ‘duty of care’ is in practice. Encourage individuals to participate in the way their care and support is delivered.

How to contribute towards the development and creation of a care plan underpinned by the individual's preferences in regard to the way they want to be supported.

Ensure the individual knows what they are agreeing to regarding the way in which they are supported.

How to identify, respond to and escalate changes to physical, social, and emotional needs of individuals.

Contribute to the on-going development of care/support plans for the individual they support.

How to access, follow and be compliant with regulations and organisational policies and procedures.

Support individuals with cognitive, physical or sensory impairments.

Beha

viou

r

How to support and enable individuals to achieve their personal aims and goals.

Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates.

What dignity means in how to work with individuals and others.

Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences.

The importance of respecting diversity and treating everyone equally.

Demonstrate empathy (understanding and compassion) for individuals they support.

Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs.

Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs.

Com

mun

icati

on

The barriers to communication. Speak clearly and exhibit positive non-verbal communication to individuals, families, carers and advocates.

The impact of non-verbal communication. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes.

The importance of active listening. Identify and take steps to reduce environmental barriers to communication.

How the way they communicate can affect others. Demonstrate they can check for understandingAbout different forms of communication e.g. signing, communication boards etc.

Write clearly and concisely in records and reports.

How to find out the best way to communicate with the individual they are supporting.

Keep information safe and confidential according to agreed ways of working.

How to make sure confidential information is kept safe.


67

Safe

guar

ding

What abuse is and what to do when they have concerns someone is being abused.

Recognise potential signs of different forms of abuse.

The national and local strategies for safeguarding and protection from abuse

Respond to concerns of abuse according to agreed ways of working.

What to do when receiving comments and complaints.

Recognise, report and challenge unsafe practices.

How to recognise unsafe practices in the workplace. The barriers to communication.The importance and process of whistleblowing. The barriers to communication.How to address any dilemmas they may face between a person’s rights and their safety.

The barriers to communication.

Heal

th &

Saf

ety

The health and safety responsibilities of self, employer and workers.

Promote the health and wellbeing of the individual they support.

How to keep safe in the work environment Move people and objects safely.What to do when there is an accident or sudden illness.

Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene.

What to do with hazardous substances. Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition.

How to promote fire safety. Demonstrate how to keep people, buildings and themselves safe and secure.

How to reduce the spread of infection. Carry out fire safety procedures when requiredWhat a risk assessment is and how it can be used to promote person centred care safely.

Use risk assessments to support individuals safely.

Recognise symptoms of cognitive impairment, e.g. dementia, learning disabilities and mental health.Monitor and report changes in health and wellbeing for individuals they support.

Deve

lopm

ent

What a professional relationship is with the person being supported and colleagues.

Reflect on own work practices.

How to work together with other people and organisations in the interest of the person being supported.

Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology.

How to be actively involved in their personal development plan.

Demonstrate their contribution to their development plan.

The importance of excellent core skills in writing, numbers and information technology.

Demonstrate ability to work in partnership with others to support the individual

What to do to develop, sustain and exhibit a positive attitude and personal resilience.

Identify sources of support when conflicts arise with other people or organisations.

Where and how to access specialist knowledge when needed to support performance of the job role

Demonstrate they can work within safe, clear professional boundaries.

Show they can access and apply additional skills required to perform the specific job role competently.




Level 5Associate degree equivalent

OverviewPart of the wider health and social care team delivering high quality and compassionate care, assistant practitioners have direct contact with patients, service users or clients. Working at a level above that of healthcare support workers, they have a more in-depth understanding about factors such as anatomy and physiology that influence health and ill-health. Upon successful completion of this Standard, individuals will have obtained the core skills, knowledge and values/behaviours to become an assistant practitioner.

Your Apprentice will undergo an 18-month Apprenticeship training programme at Level 5, gain the Level 5 Diploma for Assistant Practitioners in Healthcare and complete the Care Certificate. Throughout the Apprenticeship, Qube Learning will ensure a rigorous and professional assessment process to assure that the high standards of quality across the care sector are maintained.

Role profile Assistant Practitioner is a job title applied to a very wide variety of roles that have been developed locally by employers to meet individual service needs. Assistant practitioners can be found working in a range of areas, such as cancer services, physiotherapy, genito-urinary medicine, orthopaedics, hospice care, mental health, social care, community, occupational therapy and learning disabilities, as well as hybrid roles that cross traditional occupational areas.



Learning)





- Successful completion of Level 5 Diploma in Assistant Practitioners

in Healthcare qualification





Standard.


- Multiple-choice and short-answer test- Observation of

practice - Reflective journal with an interview.




Assistant Practitioner in Healthcare

- Care Certificate.

68

Healthcare Assistant Practitioner Level 5


2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship Standard and is ready to move to the End-Point Assessment (EPA). In order to be eligible to pass through the Gateway, an Apprentice must have achieved the Level 5 Diploma in Assistant Practitioners in Healthcare and completed the Care Certificate. We will meet with you and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Assistant Practitioner (Health) has three modes of assessment: a multiple-choice and short-answer test, an observation of practice and a reflective journal with an interview. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Observation of Practice

Lasting for a minimum of 90 minutes, the observation of practice will take place during the course of an Apprentice’s normal workday and is essential to assessing the retention of learned skills. During the observation, an experienced assessor will use their professional judgement to limit impact to business operations and ensure sensitivity in delicate situations. The Apprentice will need to show they are able to: • Communicate effectively with individuals, their families, carers and healthcare practitioners using a

range of techniques and keeping information confidential.• Handle information (record, report and store information) related to individuals in line with local and

national policies.• Demonstrate person-centred care and support.• Treat people with dignity, respecting individuals' diversity, beliefs, culture, values, needs, privacy and

preferences.• Show respect and empathy for those they work with, have the courage to challenge areas of concern

and work to best practice, be adaptable, reliable and consistent.• Show discretion and self-awareness.• Work as part of a team, seeking help and guidance when they are not sure.• Maintain a safe and healthy working environment.• Use a range of techniques for infection prevention and control, including waste management, hand

washing and the use of Personal Protective Equipment (PPE).• Move and position individuals, equipment and other items safely.

GRADE WEIGHTING - The practical observation is ungraded above a Pass by the independent end-point assessor.


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GradingThe Apprentice will be required to complete and achieve a minimum of a Pass in both of the End-Point Assessment components, as outlined above, in addition to achieving the prerequisite components to allow the end point to be attempted. The grade for each component will appear on the achievement certificate. The final grade is decided by the combinations on the following page.

Multiple-choice and short-answer test

This assessment features 40 multiple-choice test questions that carry 1 mark each and four short answers carrying 5 marks each that are limited to 250 words. The candidate is presented with a range of real-life scenarios about which they have to answer questions that align to all the knowledge requirements of the standard.

GRADE WEIGHTING - The grade boundaries are set to allow candidates to achieve a Pass with over 40%, a Merit with over 60% and a Distinction with over 75%.

Reflective journal and interview

The Apprentice carries out work defined by their employer, assembling a 2,000-word reflective journal that demonstrates their learning and development activities and the application of these in the workplace. The reflective journal should showcase the Apprentice’s development of two components:

• Case management - manages own work and case load and implements programmes of care in line with current evidence, taking action relative to an individual’s health and care needs.

• Supervision and teaching - allocates work to and supports the development of others and may supervise, teach, mentor and assess other staff as required.

Following the journal submission, the assessor will digitally connect with the Apprentice for a 30-60-minute interview that enables the Apprentice to further showcase their knowledge, skills and behaviours from across the Standard. During the interview, the assessor also has the opportunity to check and clarify any matters arising from the multiple-choice test results, the evidence portfolio and the observation of practice.

GRADE WEIGHTING - The portfolio is graded as a Pass where the Standard is met, Merit where the Standard is exceeded or Distinction where the Standard is far exceeded.


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Observation Of Practice

Multiple-Choice Questions And Short Answer Test

Reflective Journal And

Interview

Overall Grade

Pass

PassPass Pass

Merit PassDistinction Merit

MeritPass Pass

Merit MeritDistinction Merit

DistinctionPass Merit

Merit MeritDistinction Distinction

ProgressionOnce the Assistant Practitioner (Health) (Level 5) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder. A suggested Apprenticeship pathway is illustrated here.

Level 6Chartered Manager

Level 5 Operations/



Responsibilities and duties of the roleAn assistant practitioner works under the supervision of a registered practitioner in accordance with employer policy, protocols and standard operating procedures. The registered practitioner remains accountable for the appropriate and effective delegation of activities and must ensure that the assistant practitioner has the competency, confidence and expertise to carry out such activities. Having accepted the activity, the assistant practitioner is accountable for their actions. In a situation where the assistant practitioner feels they do not have the necessary skills or ability then they must alert the registered practitioner immediately.


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ValuesAssistant Practitioners must be:

BehavioursAssistant Practitioners must always:

• Honest• Caring• Compassionate• Conscientious• Committed.

• Treat individuals with dignity, respecting individual's beliefs, culture, values and preferences

• Respect and adopt an empathetic approach• Demonstrate courage to challenge areas of concern

and work to best practice• Be adaptable• Demonstrate discretion.

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Ability and Skills (Show it)

Tasks & Responsibilities

Undertakes defined clinical or therapeutic interventions appropriately delegated by a registered practitioner.

Case Management

Manages own work and case load and implements programmes of care in line with current evidence, taking action relative to an individual’s health and care needs.

SupervisionAllocates work to and supports the development of others and may supervise, teach, mentor and assess other staff as required.

DevelopmentMaintains and further develops own skills and knowledge and that of others, through recognised Continuing Professional Development (CPD) activities enabling flexibility in practice and responsiveness to changing service needs.

Team Working

Promotes effective inter-professional and multi-disciplinary team working with peers, colleagues and staff from other agencies and provides appropriate leadership within the scope of the role.

Assessment Provides holistic assessment of individuals, implementing programmes of care and modifying individualised care plans within their scope of practice.

Wellbeing Promotes and understands the impact of effective health promotion, empowering healthy lifestyles such as movement, nutrition and fluid balance.

Physiological Measurements

Undertakes physiological measurements as part of an assessment of an individual's healthcare status and following evaluation and makes appropriate changes or recommendations to care plan. Reports changes to the Registered Practitioner when the nature of the change falls outside of the agreed scope of role.

Risk Management

Infection Prevention and Control: Uses and promotes a range of techniques to prevent the spread of infection, including hand hygiene, the use of Personal Protective Equipment (PPE) and waste management. Health and Safety: Promotes and maintains a safe and healthy working environment Risk Management: Identifies and manages risks, including assessment of moving and handling risk and understanding the nature of risk as it applies to the safeguarding of vulnerable individuals.

Equality & Diversity

Promotes and advocates Equality, Diversity and Inclusion (EDI).

Quality Proactively makes recommendations to improve the quality of service delivery.

Knowledge• The principles and philosophy of health and social care• The physiology, organisation and function of the human body• Lifespan developments and healthcare needs from prenatal to end of life/bereavement• Research and development in the health and social care sector to inform and improve quality of

care• Provision and promotion of holistic person-centred care and support, duty of care and safeguarding

of individuals• The importance of the strategic environment in health and social care and the implications for the

individual• The importance of current evidence based practice within scope of the role.


OverviewWorking as part of a team, the healthcare support worker provides high-quality and compassionate care to individuals. Your Apprentice will carry out well-defined routine clinical duties, such as monitoring an individual’s condition by checking things like blood pressure, temperature or weight and evaluating their overall progress, comfort and well-being. Responsible for addressing straightforward problems in their day-to-day work, they will report concerns and changes to the appropriate person in a timely manner.

Your Apprentice will undergo a 13-month Apprenticeship training programme at Level 2 and complete the Care Certificate. Throughout the Apprenticeship, Qube Learning will ensure a rigorous and professional assessment process to ensure that the high standards of quality across the care sector are maintained.

Role profile Healthcare support workers work in a wide range of healthcare settings and the team they work within may include workers from both health and social care. Apprentices may be based in a hospital, GP surgery or community setting and will report to a registered healthcare practitioner who will directly or indirectly supervise their work.




4-9 or 1 x A-Level



Learning)





- Successful completion of Level 2 Diploma in Clinical Healthcare

qualification (if chosen)





Standard.


- Multiple-choicetest

- Observation of practice

-Evidence portfolio with an interview.

4. Successful individuals gain:


- An industry-recognised Level 2 Diploma in Clinical Healthcare

(if chosen).

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Healthcare SupportWorker Level 2

74


2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship Standard and is ready to move to the End-Point Assessment (EPA). In order to be eligible to pass through the Gateway, an Apprentice must have completed the Care Certificate. We will meet with you and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Healthcare Support Worker has three modes of assessment: a multiple choice test, an observation of practice and an evidence of portfolio with an interview. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Observation of practice

Lasting for a minimum of 90 minutes, the observation of practice will take place during the course of an Apprentice’s normal workday and is essential for assessing the retention of learned skills. During the observation, an experienced assessor will use their professional judgement to limit impact to business operations and ensure sensitivity in delicate situations. The Apprentice will be required to demonstrate they are able to:• Communicate effectively with individuals, their families, carers and healthcare practitioners using a

range of techniques and keeping information confidential.• Handle information (record, report and store information) related to individuals in line with local and

national policies.• Demonstrate person-centred care and support.• Treat people with dignity, respecting individuals' diversity, beliefs, culture, values, needs, privacy and

preferences.• Show respect and empathy for those they work with, have the courage to challenge areas of concern

and work to best practice; be adaptable, reliable and consistent.• Show discretion and self-awareness.• Work as part of a team, seeking help and guidance when they are not sure.• Maintain a safe and healthy working environment.• Use a range of techniques for infection prevention and control, including waste management, hand

washing and the use of Personal Protective Equipment (PPE).• Move and position individuals, equipment and other items safely.



75

GradingThe Apprentice will be required to complete and achieve a minimum of a Pass in both of the End-Point Assessment components, as outlined above, in addition to achieving the prerequisite components to allow the end point to be attempted. The grade for each component will appear on the achievement certificate. The final grade is decided by the combinations on the following page:

Multiple-choice Test

During this 60-minute test, candidates are presented with a range of real-life scenarios for which they are required to answer questions in a multiple-choice format (60 questions). Questions will be drawn from the stated knowledge elements of the Standard, and will be focused on 5 primary areas: communication, health interventions, personal and people development, health, safety & security, and equality & diversity.

GRADE WEIGHTING - 30+ correct questions to gain a Pass grade, 40+ correct questions to gain a Merit grade and 50+ correct questions to gain a Distinction grade.

Evidence portfolio and interview

The Apprentice carries out work defined by their employer and assembles a portfolio of evidence that demonstrates their learning and development activities and the application of these in the workplace. This will include written, audio and video evidence that showcases their on-programme learning and achievements. Following submission of the portfolio, the assessor will digitally connect with the Apprentice for a 30-minute engagement that enables the Apprentice to further showcase their knowledge, skills and behaviours from across the Standard. During the interview, the assessor also has the opportunity to check and clarify any matters arising from the multiple-choice test results, the evidence portfolio and the observation of practice.

GRADE WEIGHTING - The portfolio is graded as a Pass where the Standard is met, Merit where the Standard is exceeded or Distinction where the Standard is far exceeded.

Observation of Practice

Multiple-choice Questions and Short Answer Test

Reflective Journal and

Interview

Overall Grade

Pass

PassPass Pass

Merit PassDistinction Merit

MeritPass Pass

Merit MeritDistinction Merit

DistinctionPass Merit

Merit MeritDistinction Distinction


76

Level 6Chartered Manager

Level 5 Operations/



ProgressionOnce the Healthcare Support Worker (Level 2) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder. A suggested Apprenticeship pathway is illustrated here.

VALUES BEHAVIOURS

You will be caring and compassionate, honest, conscientious and committed.

You will treat people with dignity, respecting individual's diversity, beliefs, culture, values, needs, privacy and preferences, show respect and empathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable and consistent, show discretion, show resilience and self-awareness.


Com

mun

icati

on

• Why it is important to communicate effectively at work, how to communicate with individuals that have specific language needs or wishes, ways to make yourself understood, how to reduce problems with communication,

• Why is it important to know about legislation, policies and local ways of working about handling information, how to keep information confidential, why it is important to record and store patient information securely and what to do if you think information is not secure.

• Communicate effectively with individuals, their families, carers and healthcare practitioners using a range of techniques and keeping information confidential

• Handle information (record, report and store information) related to individuals in line with local and national policies.

Equa

lity

& D

iver

sity • Follow the principles of equality, diversity and

inclusion.• Adhere to equality and diversity legislation,

policies and local ways of working, why equality is important and how discrimination can happen at work.


77

Heal

th In

terv

entio

n

• Support individuals with long term conditions, frailty and end of life care

• Identify and respond to signs of pain or discomfort

• Promote physical health and well-being of individuals

• Assist with an individual's overall comfort and well-being

• Support individuals with activities of daily living• Recognise deteriorations in health, long-term

conditions, physiological measurements, skin integrity and report appropriately

• Report any changes in physical health needs as appropriate.

• How to do routine clinical tasks (eg check blood pressure, temperature, weight etc) delegated from a registered nurse or other healthcare professional

• The signs and symptoms of a person who is experiencing pain or discomfort

• How to promote a person’s physical health and well-being

• How to support a person’s comfort and well-being

• The importance of hydration, nutrition and food safety

• What the activities of daily living are and which ones you are expected to support in your role

• The signs of a person whose health and well-being is deteriorating and how to report changes and deterioration.

• Demonstrate what it means in practice to provide person-centred care and support.

• What it means to give ‘person-centred care and support’, why it is important to get consent, even when it is difficult, why it is important to get people actively involved in their own care; why it is important to give people choices about their care, and why treating people as valuable and unique individuals makes a big difference in how they feel.

• Promote mental health and well-being• Recognise limitations in mental capacity and

respond appropriately• Recognise and respond to signs of poor mental

health, for example, dementia, depression, anxiety or other cognitive issues

• Recognise and report any deterioration in an individual’s mental health.

• The main forms of mental ill health and their impact on people’s lives, and how to promote mental health and well-being

• The possible signs of limitations in mental capacity and what to do when you notice them

• The possible signs of mental health, dementia and learning disability in people, why depression, delirium and the normal ageing process may be mistaken for dementia, the importance of early diagnosis in relation to dementia and other cognitive issues

• How to report changes or deterioration.• Perform basic life support for individuals using

appropriate resuscitation techniques and equipment.

• How to perform basic life support.

• Undertake a range of physiological measurements using the appropriate equipment, including height, weight, temperature, pulse, breathing rate and blood pressure.

• The range of physiological states that can be measured including body temperature, weight, height, blood pressure, pulse and breathing rate

• The normal range of physiological measurements.


78

Deve

lopm

ent

• Take responsibility for, prioritise and reflect on your own actions and work

• Work as part of a team, seeking help and guidance when you are not sure

• Maintain and further develop your own skills and knowledge through development activities, maintain evidence of your personal development and actively prepare for and participate in appraisal

• Your role and the responsibilities and duties of your job, why it is important to work in ways that have been agreed by your employer and to follow standards/codes of conduct

• Working relationships and the importance of working well with other people; who or where to go for help and support about anything related to your work

• The importance of personal development and how to reflect on your work, how to create a personal development plan.

Heal

th, S

afet

y &

Sec

urity

• Maintain a safe and healthy working environment

• Take appropriate action in response to incidents or emergencies following local guidelines.

• Legislation, policies and local ways of working which relate to health and safety at work, your responsibilities, and the responsibilities of others, relating to health and safety at work

• What to do in situations that could cause harm to themselves and others, how to handle hazardous materials and substances and what to do when there is an accident or sudden illness.

• Follow the principles for implementing a duty of care, always acting in the best interest of individuals to ensure they do not come to harm.

• The meaning of ‘duty of care’ and why it is important, what support is available when you come across a difficult situation or when someone makes a complaint.

• Follow the principles of safeguarding and protection.

• Legislation, policies and local ways of working about ‘safeguarding’ and protection from abuse, the signs of abuse and what to do if you suspect abuse; and how to reduce the chances of abuse as much as possible.

• Use a range of techniques for infection prevention and control including waste management, hand washing and the use of Personal Protective Equipment (PPE).

• Legislation, policies and local ways of working that help to prevent infection, the meaning of ‘risk’ and ‘risk assessment’, the importance of good personal hygiene and hand washing, how to select the right PPE (such as gloves, aprons and masks), how infections start and spread; the importance of cleaning, disinfecting and maintaining a clean workplace to reduce the risk and spread of infection, and the meaning of ‘antimicrobial resistance’.

• Move and position individuals, equipment and other items safely.

• Why people and objects need to be moved safely, how to move and position people safely, how to move and handle equipment and other objects safely, agreed ways of working when moving people and know how to identify any risks.


OverviewAs a lead adult care worker, your Apprentice will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges and will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery, the lead adult care worker plays a key role in improving the health and wellbeing of those receiving care and support.

Your Apprentice will undergo a 13 month Apprenticeship training programme at Level 3, gain a Level 3 Diploma in Health and Social Care qualification and complete the Care Certificate. Throughout the Apprenticeship, Qube Learning will ensure a rigorous and professional assessment process to assure that the high standards of quality across the care sector are maintained.

Role profile Lead adult care workers will, in some circumstances, hold delegated responsibility for the standard of care provided and may supervise the work of other care workers. This autonomy and accountability means leading and supporting others to comply with expected standards and behaviours. Lead adult care workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings. In addition to lead adult care workers, this standard also covers lead personal assistants who are able to operate at this more senior level.






Learning)





- Successful completion of Level 3 Diploma in Health and Social Care

qualification





Standard.


- Situational Judgement test





Health & Social Care

- Care Certificate.

79Lead Adult Care Worker Level 3

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews of progress and assess learning towards theoretical and practical skills development through the collation of 360-degree feedback, mentorship and continuous quality checking. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice. In addition to the Standard, we offer the Level 3 Diploma in Health and Social Care, which Apprentices will complete before reaching the Gateway.

2. GatewayAs the employer, it is your decision to formally sign-off that the Apprentice has met the minimum requirements of the Apprenticeship Standard and is ready to move to the End-Point Assessment (EPA). In order to be eligible to pass through the Gateway, an Apprentice must have achieved the Level 3 Diploma in Health and Social Care and completed the Care Certificate. We will meet with the employer and the Apprentice to support your decision in ensuring Apprentices only progress through the Gateway to EPA when they are ready to attain a successful assessment result.

3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Lead Adult Care Worker has two modes of assessment: a situational judgement test and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Situational Judgement Test 50%

Apprentices are presented with a range of real-life scenarios for which they are required to answer questions in a multiple-choice format (60 questions).

The assessment will be undertaken online, under controlled conditions, with a time limit applied. Questions will be drawn from the stated knowledge and skills elements of the Standard and focus on the higher-order competencies.

It is a requirement to achieve 40 correct questions for a Pass. Should an Apprentice achieve between 25 and 29, they are permitted to retake within three months. Candidates achieving fewer than 25 correct questions will not be permitted to retake until they have completed a professional review of performance and acted on its findings.


Lead Adult Care Worker Level 3

80

GradingThe Apprentice will be required to complete and achieve a minimum of a Pass in both of the End-Point Assessment components as above in addition to achieving the pre-requisite components to allow the end point to be attempted. The grade for each component will appear on the achievement certificate. The final grade is decided by the following combinations:


Pass Merit Distinction

Situational Judgement

Test

Pass Pass Merit Merit

Merit Pass Merit Distinction

Distinction Merit Merit Distinction

ProgressionOnce the Lead Adult Care Worker (Level 3) Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward up the career ladder. A suggested Apprenticeship pathway is illustrated below.


In this concluding assessment module, the end point assessor leads a 45 minute discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace. Apprentices can only apply to undertake the discussion component once they have achieved a Pass in the situational judgement test. The discussion will draw questions and amplifications from prior learning and experience including, where applicable, the candidate’s self-assessment and supporting evidence; this will include testimony from service users. A sample of standardised candidate questions asked of every Apprentice candidate in the interview will be developed and made open and publically available on the Internet.

GRADE WEIGHTING - three levels of grade available. Pass, Merit and Distinction which are mapped against the standard interview record template.


Level 5 Operations/


Level 3Team Leader/

Supervisor

Level 3Lead Adult

Care Worker

81



Task

s & R

espo

nsib

ilitie

s

Their job roles and other worker roles relevant to the context of the service in which they are working. This could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care.

Support individuals they are working with according to their personal care/support plan.

Both their own and other workers' professional boundaries and limits training and expertise.

Take the initiative when working outside normal duties and responsibilities.

Relevant statutory Standards and Codes of Practice for their role.

Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking.

What the ‘Duty of Care’ is in practice. Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments.

How to create and develop a care plan based on the person’s preferences in the way they want to be supported.

Contribute to the development and ongoing review of care/support plans for the individuals they support.

How to monitor, plan and review a care plan in response to changing physical, social and emotional needs of individuals.

Provide individuals with information to enable them to exercise choice on how they are supported.

How to lead and support others to ensure compliance with regulations and organisational policies and procedures.

Encourage individuals to actively participate in the way their care and support is delivered.

Ensure that individuals know what they are agreeing to regarding the way in which they are supported.Lead and support colleagues to understand how to establish informed consent when providing care and support.Guide, mentor and contribute to the development of colleagues in the execution of their duties and responsibilities.

Beha

viou

r

How to ensure that dignity is at the centre of all work with individuals and their support circles

Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals.

The importance of respecting diversity, the principles of inclusion and treating everyone fairly.

Support others to understand the importance of equality, diversity and inclusion in social care.Exhibit empathy for individuals they support, i.e. understanding and compassion.Exhibit courage in supporting individuals in ways that may challenge their own cultural and belief systems.

82


Com

mun

icati

on

The barriers to communication and be able to both identify and determine the best solutions to achieve success when communicating with the individual they are supporting.

Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals.

How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction.

Use and facilitate methods of communication preferred by the individual they support, according to the individual’s language, cultural and sensory needs, wishes and preferences.

The role of advocates and when they might be involved.

Take the initiative and reduce environmental barriers to communication.

Their own and other workers’ responsibilities for ensuring confidential information is kept safe.

Demonstrate and ensure that records and reports are written clearly and concisely.Lead and support others to keep information safe and preserve confidentiality in accordance with agreed ways of working.

Safe

guar

ding

What abuse is and what to do when they have concerns someone is being abused.

Lead and mentor others where appropriate to promote the well-being of the individuals they support.

The national and local strategies for safeguarding and protection from abuse.

Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene.

What to do when receiving comments and complaints, ensuring appropriate and timely actions takes place.

Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition.

How to recognise and prevent unsafe practices in the workplace.

Carry out fire safety procedures and manage others to do so.

The importance and process of whistleblowing and being able to facilitate timely intervention.

Develop risk assessments and use in a person- centred way to support individuals safely, including moving and assisting people and objects.

Deve

lopm

ent

What a professional relationship is with the person being supported and colleagues.

Take the initiative to identify and form professional relationships with other people and organisations.

How to work with other people and organisations in the interest of the person being supported.

Demonstrate, manage and support self and others to work within safe, clear professional boundaries.

How to be actively involved in their own personal development plan and, where appropriate, other worker’s personal development plans.

Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities.

How to demonstrate the importance of excellent core skills in writing, numbers and information technology.

Demonstrate continuous professional development.

How to develop and sustain a positive attitude and address signs and symptoms of stress in self and other colleagues.

Demonstrate where necessary mentoring and supervision to others in the workplace.

How to carry out research relevant to individuals’ support needs and share with others

Demonstrate good team/partnership working skills.

83




4-9 or 1 x A-Level

OverviewYour Apprentice will undergo a 13-month Apprenticeship training programme at Level 2, designed by employer representatives of the supply chain and logistics industry. This programme is suitable for Apprentices employed in a wide variety of organisations.

Role profile Supply chain warehouse operatives communicate with a wide range of people and customers. They have a passion for meeting customers’ expectations by providing a quality service that encourages repeat business. Individuals in this role are highly competent in using industry-recognised systems and associated services (e.g. Traffic/Warehouse Management Systems) and will be able to work under pressure to tight deadlines. A supply chain warehouse operative will often be required to be flexible and work shifts, including 4-on-4-off, days, nights, evenings and weekends.



Learning)

- Collect a portolio of evidence to help them keep a record of their

progress

- Quarterly milestone meetings to check progress and develop

communication skills

- Successful completion of Level 2 Certificate in Warehousing and

Storage (if used).




Standard.



questions

- Practical assessment demonstrating full competence in the

skills required.


- an industry-designed Apprenticeship

- an industry-recognised Level 2 Certificate

in Warehousing and Storage (if used).


84

85

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out quarterly reviews to ensure appropriate skills and behaviours are being developed to meet the programme Standard. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice. In addition to the standard, we offer the opportunity for students to achieve the Level 2 Certificate in Warehousing and Storage, which would be completed before reaching the gateway.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Supply Chain Warehouse Operatives has two modes of assessment: a knowledge-based multiple-choice test and a competency-based assessment. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Knowledge-based multiple-choice question test 50%

1-hour on-line assessment consisting of structured short-answer questions, including scenario-based questions.

GRADE WEIGHTING - 50% of final mark, with a maximum of 100 marks available and requiring 70 marks to pass the assessment.

Practical Assessment 50%

An end-point assessor will carry out an observation of everyday tasks using an observation checklist and mark scheme to ensure learning outcomes are met.

GRADE WEIGHTING - 50% of final mark, with a maximum of 100 marks available and requiring a minimum of 70 marks to pass the assessment.


86

GradingMarks are awarded based on how the evidence presented across all assessment modes contributes to:

• What the Apprentice has shown they can do against the requirements of their job role• How the Apprentice has approached their work and learning, and the way they have completed

the tasks

It is essential to gain the minimum marks in both assessment modes to pass overall: under 70 marks is a Fail, over 70 is a Pass, over 90 is a Distinction.

ProgressionOnce the Supply Chain Warehouse Operative Level 2 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next steps is Supply Chain Practitioner (Level 3) Apprenticeship.

Level 2Supply Chain Warehouse Operative

Level 3Supply Chain Practitioner

Pass 70%

Distinction 90%


BEHAVIOURS

Demonstrate integrity, credibility, honesty, positivity and personal drive in every aspect of their role. Demonstrate a belief in the services that the organisation offers.

Take ownership for own performance and training, including demonstrating a keen interest in the industry. Proactively drive own ongoing learning and development and make recommendations for improvement where relevant.

Show personal commitment to minimising the effect of work activities on the environment.

Adapt to and embrace the use of relevant technology, systems and equipment; use it responsibly and take an interest in new developments that could support the organisation.

87Supply Chain Warehouse Operative Level 2


Safe driving and/or operating techniques to standard and as trained, relating to MHE (e.g. Counterbalance/Reach Trucks, Powered Pallet Trucks, Ride on Pallet Trucks, Order Pickers, Narrow Aisle Pickers, Mobile Elevated Work Platforms, Forklift Trucks) as relevant to their role and setting and adherence to safe practice when working at heights.

Operate and handle equipment safely and efficiently as required for their role, such as Forklift Trucks, High Reach Trucks, Powered Pallet Trucks or Man Up Trucks. Manoeuvre vehicles in restricted spaces and safely use and position vehicle fitted equipment such as mirror requirements.

Steps to take to minimise the effect their work (and the wider industry) has on the environment, the need to maintain a high level of housekeeping and manage waste effectively, using packing materials efficiently to reduce waste and costs and the consequences of not using or disposing of these correctly.

Comply with appropriate rules, regulations and processes for safely and efficiently moving, handling, packing and unpacking different items, both manually and using relevant equipment (such as MHE, vehicle and delivery systems); understand consequences of incorrect use.

Safe use of equipment and machinery (such as MHE, vehicle and delivery systems), where to find instructions/guidance and consequences of incorrect use.

Work individually and as part of a team to safely move and handle objects. Maintain a high level of housekeeping and manage waste effectively, know where to find instructions or guidance, check for damaged or missing items as appropriate and take responsibility for maintaining health, safety and security of people at all times.

Use of warehouse systems and processes relating to packaging, moving and receiving stock (eg load container lists) within a warehouse environment to facilitate the safe handling of goods and an effective and efficient service to internal/external customers.

Safely and efficiently load and unload items into and from vehicles, buildings, containers, lift vans, crates and/or boxes, use appropriate MHE or machinery where necessary. Ensure items are safely and efficiently packed, assembled and/or disassembled as appropriate.

Basic IT applications and other relevant technology and systems, including warehousing management, data capture, radio and barcoding systems to ensure the safe and efficient processing of goods.

Select, prepare and use packaging materials appropriate to the job efficiently and in a way which reduces waste, costs and environmental impact, taking into consideration the item(s) to be moved, and their current and final destinations.

Relevant regulation and legislation (including international where relevant to role) governing the supply chain industry, their subsector and role in particular and the consequences of not adhering to legal guidelines.

Use correct equipment and procedures to record receiving or storing goods and produce relevant paperwork or labelling processes.

Effective communication with customers that store goods with the company/colleagues (including those working remotely, third party carriers, agencies and other organisations) in line with situation and organisational style/culture.

Promote the values of the organisation. Communicate effectively with customers and colleagues to identify and meet their needs.

Structure of the industry, methods and modes of transport and roles available within the sector in general and in relation to their own career aspirations.

Work effectively in a warehousing team, including when under pressure, and to agreed deadlines; adapt to change in line with internal and external customer needs or circumstances.

88Supply Chain Warehouse Operative Level 2


The importance of delivering excellent customer service to customers and colleagues, including identifying needs and responding appropriately in line with situation and organisational style/culture.

Use IT applications and other relevant technology and systems, including warehousing management, data capture, radio and barcoding systems, to ensure the safe and efficient processing of goods.

Vision, objectives and brand of the organisation, the importance of organisation reputation and what can affect it; and how their own performance can contribute to organisational success and support or impact on others.Proposed and actual changes to systems, processes and technology used in the industry, particularly relating to own role and how to keep up to date with any changes in the systems, processes and technology that affect their role.How their role can affect their health and the need to maintain a level of fitness appropriate to the needs of their role.



Level 25 GCSE passes at grade

A* to C equivalent

89

OverviewYour apprentice will undergo a 13-month apprenticeship training programme at Level 2, designed by employer representatives of the supply chain and logistics industry, and is suitable for apprentices employed in a wide variety of organisations.

Role profile Supply chain operators are primarily responsible for managing the movement of goods for a variety of customers across all sectors, and as such their customer base will range from large global organisations to sole traders and private customers in local areas, depending on their organisation.

They come into contact and communicate with a wide range of people and customers, and have a passion to meet customers’ expectations by providing a quality service that encourages repeat business. They are able to work under pressure to tight deadlines, with excellent time management skills.



Learning)

- Development portfolio demonstrating learning and

development activities

- Quarterly milestone meetings to check progress and develop

communication skills.




Standard.



questions

- Need to demonstrate

competence in the necessary knowledge

and behaviours to meet required

Standard.



Level 2.

Supply Chain Operator Level 2


90

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way,we will carry out quarterly reviews to ensure appropriate skills and behaviours are being developed to meet the Standard. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Supply Chain Warehouse Operatives has two modes of assessment: a knowledge-based multiple-choice test and a practical assessment demonstrating full competence in the skills required. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment throughout the programme of learning.

Knowledge-based multiple-choice question test 50%

1-hour on-line assessment consisting of structured short-answer questions including scenario-based questions.

GRADE WEIGHTING - 50% of final mark, with a maximum of 100 marks available and requiring 70 marks to pass the assessment.

Practical Assessment 50%

An end-point assessor will carry out an observation of everyday tasks using an observation check list and mark scheme to ensure learning outcomes are met.



91


• What the Apprentice has shown they can do against the requirements of their job role• How the Apprentice has approached their work and learning and the way they have completed

the tasks

It is essential to gain the minimum marks in both assessment modes to pass overall: under 70 marks is a Fail, over 70 is a Pass, over 90 is a Distinction.

ProgressionOnce the Supply Chain Operative Level 2 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is Supply Chain Practitioner (Level 3) Apprenticeship.

Level 2Supply Chain

Operative

Level 3Supply Chain Practitioner

Pass 70%

Distinction 90%

BEHAVIOURS

Demonstrate integrity, credibility, honesty and personal drive in every aspect of their role, consistently embodies the organisation’s values to promote and enhance brand reputation, strive to meet organisational objectives at all times and demonstrate a belief in the services that the organisation offers.Take ownership and responsibility for their own safety and that of others at all times, do the right thing and report any issues or concerns to a relevant person.Pay attention to the safe and effective use of equipment and machinery when carrying out activities.Take ownership for own performance and training, including demonstrating a keen interest in the industry, proactively drive their ongoing learning and development and make recommendations for improvement where relevant.Strive to achieve the best results in all they do; maintain a positive attitude and approach to their work even when priorities and working patterns change.Demonstrate a commitment to achieving all personal and organisational objectives eg completing work, time-keeping, personal appearance and dress code.Show personal commitment to minimising the effect of work activities on the environment, make recommendations for improvement where relevant.Embrace the use of relevant technology, systems and equipment – use it responsibly and take an interest in new developments that could support the organisation.

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Take a positive interest in others and show a genuine interest in meeting the needs of others.

Demonstrate an approachable and friendly manner. Use own initiative when needed to ensure that customer needs and expectations are met.Demonstrate pride in their own role through a consistently positive, professional approach with customers and members of wider team and constructively manage difficult situations with colleagues, always striving to achieve the best outcome for the organisation and wider team.


How to communicate effectively with customers/colleagues (including those working remotely, third party carriers, agencies and other organisations) appropriately in line with situation and organisational style/culture.

Establish a good rapport with customers/colleagues; promote the values of the organisation in all of their work; identify and respond to or report threats to their organisation’s reputation where relevant.

Structure of the industry, the methods and modes of transport, the roles available within the sector in general and in relation to their own career aspirations.

Communicate effectively (using a variety of appropriate methods such as face to face, telephone, email etc) with customers and colleagues in line with organisational standards, identify and match customer needs through provision of excellent customer service, work closely with suppliers and customers to ensure any problems, damages or anomalies are corrected.

Importance of delivering excellent customer service to customers and colleagues, including identifying customer/colleague needs and responding appropriately in line with situation and organisational style/culture.

Demonstrate safe moving and handling of different objects, both manually and using relevant equipment, work individually and as part of a team to safely move and handle objects.

Vision, objectives and brand of the organisation, the importance of organisation reputation and what can affect it, how their own performance can contribute to organisational success and support or impact on others.

Work well in a team, support colleagues and contribute to achieving objectives or goals.

Proposed and actual changes to systems, processes and technology used in the industry, particularly relating to own role, how to keep up to date with any changes in the systems, processes and technology that affect their role

Seek to review, update and implement improvements to own method of working, positively take on board and act on, feedback where relevant.

How their role can affect their health and the need to maintain a level of fitness appropriate to the needs of their role.

Adapt to new technology and accept the need for change.

Work under pressure and to agreed deadlines.

Supply Chain Operators - Specialist knowledge and skills

93



Relevant and current regulation and legislation (including international where relevant to role) governing the supply chain industry, their subsector and role in particular, consequences of not adhering to legal guidelines.

Fully comply with current appropriate rules and regulation; maintain the health, safety and security of people at all times.

How to plan routes (as required), jobs and the importance of re-planning, amending jobs or planning for further delivery when circumstances change.

Plan routes for safe delivery of products, and can amend or re-plan when circumstances change.

Appropriate equipment/vehicle types and when to use them in order to minimise environmental impact.

Work to improve cost efficiencies and reduce environmental impact of work activities by selecting the most appropriate driving route and mode of transport when planning deliveries.

How to use the Transport Management System (TMS) and other relevant IT systems to:1. input customer jobs for onward delivery2. progress live jobs through the various stages

of delivery and update these when status or circumstances change

3. track vehicles, loads and temperatures where required.

Use the TMS system effectively to add, track and update customer jobs, follow related processes and instructions in order to achieve job timescales or deadlines.

Timescales, processes and instructions relating to the use of TMS and other relevant IT systems.

Assign appropriate resource to customer jobs, including vehicle and staff, and deal with outside agencies and organisations when extra resource is required.

How to organise and allocate appropriate resources (vehicles, drivers and other staff etc) to jobs manually, or using relevant IT systems.

Plan and provide briefs to other operators (eg LGV drivers and warehouse operatives) on the use of relevant equipment and machinery, including the consequences of using them incorrectly, to ensure the safe handling of customer goods.

Safe use of equipment and machinery (such as manual handling equipment, vehicle and delivery systems) in order to provide briefs to colleagues.

Debrief drivers on their return to base.

How to process goods when returned to base. Process goods when returned to base.The process for arranging vehicle maintenance and dealing with any related issues.

Follow instructions and ensure maintenance issues relating to equipment and machinery are dealt with promptly.Schedule vehicle maintenance and report any issue to the relevant person.

Traffic Office (SCO) - Specialist knowledge and skills

94


How to plan jobs, and the importance of re-planning or amending jobs when customer needs or circumstances change, for example jobs being delayed, house sales falling through.

Plan and re-plan accordingly when customer needs or circumstances change.

What to consider when selecting packing materials appropriate to the job, for example items being moved (size, fragile/non-fragile items, prohibited/restricted items), current and final destinations (storage, Retail, domestic or international) and type of job (import/export, household, libraries, commercial).

Select, prepare and use materials appropriate to the job efficiently and in a way which reduces waste, costs and environmental impact; taking into consideration the item(s) to be moved, their current and final destinations.

How to prepare and use packing materials efficiently to reduce waste, costs to the organisation and environmental impact, understand the consequences of not using or disposing of these correctly.

Follow appropriate processes for moving, handling and packing/unpacking items; move household, office and other furniture, goods and equipment into or out of new premises, storage or preparation for transit, both domestically and internationally.

Moving, handling and packing processes for items such as: fragile items (for example mirrors, windows, paintings, antiques); non-fragile items; furniture and other large objects, for example, pianos, clocks, barometers, machinery) into or out of new premises, storage or preparation for transit, both domestically and internationally.

Use equipment and machinery safely; follow instructions and organisational policy in a safe and efficient manner to carry out work activities.

Moving, handling and packing processes for dealing with restricted or prohibited items (for example, drugs, weapons, new goods, protected species).

Prepare relevant documentation, inventories and labelling for removals jobs.

Safe use of equipment and machinery (such as manual Sandling equipment, vehicle and delivery systems) including where to find further information such as instructions or guidance, understands consequences of using them incorrectly.

Safely and efficiently load and unload items into and from (as appropriate to role) vehicles, containers, LCL, crates and lift vans, crates and boxes, use appropriate manual handling equipment or machinery where necessary.

The need for, and how to prepare relevant documentation, inventories and labelling for removals jobs, for example time sheet, job sheet, waybill, bingo sheet, risk assessment, scope of works, customer feedback forms, insurance forms, quotation/acceptance.

Safely and efficiently dismantle and/or reassemble furniture as required, including safe and efficient use of tools and equipment where relevant.

The need for and how to prepare documentation and records relating to restricted or prohibited items.

Fully comply with current appropriate rules and regulation relating to the moving and handling of items, maintain the health, safety and security of people at all times.

Removals Operative (SCO) - Specialist knowledge and skills


95

Processes for loading and unloading items into vehicles, containers, LCL, crates, and lift vans, crates and boxes.

Use basic IT systems appropriately and in line with organisational requirements, for example, using emails and the internet, bar coding systems, records, checks and maintains data appropriate to the task.

How to dismantle and/or reassemble furniture as required, including the use of appropriate tools and equipment where relevant.

Relevant and current regulation and legislation (including international where relevant to role) relating to the moving and handling of items, for example, health and safety, country-specific prohibition or restrictions for moving certain items in or out, restrictions on goods relating to air freight and terrorism issues and the individual and organisational consequences of not adhering to these.

The changing consumer landscape, including changes to consumer protection and rights.

Basic IT applications and other relevant technology and systems, such as traffic monitoring, vehicle systems, payments, map reading, data recording fleet tracking and other related systems.

Other systems and processes relevant to their subsector (such as freight forwarding, data input, payments, international trade, and removal processes) which facilitate an effective and efficient service to customers.


OverviewExcellent customer service is at the heart of every great organisation and is key to the success and reputation of your business. Instilling up-to-date, first-class skills in your customer-facing teams is vital to serving all types of customers in the best way possible. Generating positive word-of-mouth for your business will keep your customers happy, encourage them to purchase from your business again and help your business grow, prosper and compete in a crowded marketplace.

Your Apprentice will undergo an Apprenticeship training programme at Level 2, during which they will be supported with on and off-the-job training to assist their development. Throughout the programme, they will collect evidence of their success using customer feedback, recordings, performance evaluations and witness statements that document their progression.

Role profile The role of a customer service practitioner is to deliver high-quality products and services to the customers of their organisation, ensuring that the needs of customers are satisfied. Their aim is to provide excellent customer service and promote customer-centric behaviours throughout the organisation they work for. The role requires Apprentices to perform a range of service delivery functions, including dealing with orders, payments, offering advice and guidance, problem resolution, after care and service recovery.




4-9 or 1 x A-Level



Learning)




development portfolio.




Standard.



-Test of knowledge using scenarios with

questions

-Competency-based interview

-Assessment of portfolio of evidence

-Professional discussion relating to

CPD activity.



- Eligibility to join the Institute of Customer

Service as an Individual member at Professional

level.

96Customer ServicePractitioner Level 2

97



3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for customer service practitioner has three modes of assessment: the Apprenticeship showcase, the practical observation and the professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure the consistent quality of assessment throughout the programme of learning.

Apprenticeship Showcase 65%

Designed to attest to professional competence at the required level, the Apprentice showcase enables Apprentices to reflect and present examples of their development over the whole on-programme period. With guidance from the employer and Qube Learning, the Apprentice will select appropriate evidence from their on-programme portfolio to demonstrate the minimum requirements at the final stage of the programme.

The Apprentice will be assessed on their:

• Understanding of the organisation• Knowledge of the legislative/regulatory requirements that relate to their organisation• Ability to use systems and resources to meet the needs of customers• Product and service knowledge• Influencing skills• Personal organisation – ability to prioritise workloads/activities• Self-development – keeping knowledge and skills up-to-date• Ability to deal with customer conflict and challenges• Being open to feedback• Team working.

The showcase is assessed by the Qube Learning Skills Tutor, who will interview the Apprentice to delve deeper into their learning and experience, to ensure rigour, competence and independence.

GRADE WEIGHTING - 65% of final mark to achieve a Pass, 100% of the Pass criteria learning outcomes need to be met. To achieve a Distinction, 70% of the Distinction criteria learning outcomes need to be met.

Customer ServicePractitioner Level 2

98


• What the Apprentice can perform against the requirements of their job role• How the Apprentice has approached their work and learning and the way

they have completed the required tasks• Who the Apprentice has worked with, demonstrating the personal and

interpersonal qualities they have brought to all their work relationships.

It is essential to demonstrate 100% of the Pass criteria learning outcomes to achieve the End-Point Assessment.

ProgressionOnce the Customer Service Practitioner Level 2 Apprenticeship is completed, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next step is the Team Leader/Supervisor (Level 3) Apprenticeship.

Professional Observation 20%

Pre-planned and scheduled for a date and time when the Apprentice is in their normal place of work, the practical observation is carried out by the Qube Learning independent assessor. The observation enables the Apprentice to evidence their skills, knowledge and behaviours from across the Standard to demonstrate genuine application to demanding work objectives.

Each situation within the observation will be different and may include handling a general enquiry, dealing with a customer complaint or requests for further information or detail. Critical to the standardised quality of the assessment is the inclusion of the Apprentice’s presentation, equality, interpersonal skills, communication and personal organisation. Areas of the Standard that it was not possible to evidence during the observation will be discussed subsequently as part of the professional discussion with the independent assessor.



In this concluding assessment module, and following the practical observation, the end point assessor leads an hour-long discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace.


Customer ServicePractitioner Level 2

Level 5Operations/


Level 3Team Leader/

Supervisor

Level 2Customer Service

Practitioner


Knowledge and Understanding (Know it)

Knowing your customers

Understand who customers are.Understand the difference between internal and external customers.

Understand the different needs and priorities of your customers and the best way to manage their expectations, recognising and knowing how to adapt style to be highly effective.

Understanding the Organisation

Know the purpose of the business and what ‘brand promise’ means.Know your organisation’s core values and how they link to the service culture.

Know the internal policies and procedures, including any complaints processes and digital media policies that are relevant to you and your organisation.

Meeting Regulations & Legislation

Know the appropriate legislation and regulatory requirements that affect your business.

Know your responsibility in relation to this and how to apply it when delivering service.

Systems & Resources

Know how to use systems, equipment and technology to meet the needs of your customers.Understand types of measurement and evaluation tools available to monitor customer service levels.

Your Role & Responsibility

Understand your role and responsibility within your organisation and the impact of your actions on others.Know the targets and goals you need to deliver against.

Customer Experience

Understand how establishing the facts enable you to create a customer focused experience and appropriate response.Understand how to build trust with a customer and why this is important.

Product and Service Knowledge

Understand the products or services that are available from your organisation and keep up-to-date.


Being Open to Feedback

Act on and seek feedback from others to develop or maintain personal service skills and knowledge.

Team Working Frequently and consistently communicate and work with others in the interest of helping customers efficiently.Share personal learning and case studies with others, presenting recommendations and improvement to support good practice.

Equality – Treating All Customers as Individuals

Treat customers as individuals to provide a personalised customer service experience.Uphold the organisation's core values and service culture through your actions.

Presentation – Dress Code, Professional Language

Demonstrate personal pride in the job through appropriate dress and positive and confident language.

“Right First Time”

Use communication behaviours that establish clearly what each customer requires and manage their expectations.Take ownership from the first contact and then take responsibility for fulfilling your promise.

Behaviours / AttitudeDeveloping Self Take ownership for keeping your service knowledge and skills up-to-date.

Consider personal goals and propose development that would help achieve them.


Interpersonal Skills

Use a range of questioning skills, including listening and responding in a way that builds rapport, determines customer needs and expectations and achieves positive engagement and delivery.

Communication Depending on your job role and work environment:• Use appropriate verbal and non-verbal communication skills, along with summarising

language during face-to-face communications; and/or• Use appropriate communication skills, along with reinforcement techniques (to confirm

understanding) during non-facing customer interactions.Use an appropriate ‘tone of voice’ in all communications, including written and digital, that reflect the organisation’s brand.

Influencing Skills Provide clear explanations and offer options in order to help customers make choices that are mutually beneficial to both the customer and your organisation.

Personal Organisation

Be able to organise yourself, prioritise your own workload/activity and work to meet deadlines.

Dealing with Customer Conflict and Challenge

Demonstrate patience and calmness.Show you understand the customer’s point of view.Use appropriate sign-posting or resolution to meet your customers' needs and manage expectations.Maintain informative communication during service recovery.

OverviewSupervising, guiding and motivating: an effective team leader ensures staff are motivated to perform well and achieve team goals. Closing the skills gap of this vital management tier is the key to building a high-performance organisation and represents an important investment in developing tomorrow’s senior leaders.

Your Apprentice will undergo a 15-month Apprenticeship training programme at Level 3, during which the focus is on developing three key skills areas: managing people and developing relationships, organisational performance (delivering results) and personal effectiveness (managing self).

Role profile A team leader/supervisor is a first-line management role with operational/project responsibilities or responsibility for managing a team to deliver clearly-defined outcomes. Providing direction, instruction and guidance to ensure the achievement of set goals, specific responsibilities may vary, but the knowledge, skills and behaviours required to undertake this role are universal – regardless of the size of the organisation team leaders operate within, or whether they work in the private or public sector.

Key job responsibilities include: supporting, managing and developing team members, planning and monitoring workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.

£5kGovernment funding band





Learning)



- Through evidence of 360 degree feedback within the ongoing


- Successful completion of Management Diploma L3 or

equivalent knowledge building activity (if used).




Standard.



-Test of knowledge using scenarios with

questions

-Competency based interview

-Assessment of portfolio of evidence

-Professional discussion relating to

CPD activity.



- An industry-recognised Management Diploma

L3 (if used)

- Option for professional registration with

relevant professional body.

101Team Leader/SupervisorLevel 3

102

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews of progress and assess learning towards theoretical and practical skills development through the collation of 360-degree feedback, mentorship and continuous quality checking. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice. In addition to the standard, we offer the Level 3 Diploma in Management, which Apprentices will complete before reaching the gateway.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Team Leader/Supervisor has four modes of assessment: a portfolio review, a knowledge-based multiple-choice test, a competency-based interview and a professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Portfolio 20%

The Apprentice carries out work defined by their employer, assembling a portfolio of evidence that demonstrates learning and development activities and their application in the workplace. Presented using our e-portfolio system, this will include written, audio and video evidence that showcases their on-programme learning and achievements.


Competency-based interview 30%

An end point assessor uses a structured series of questions to test the knowledge and application of learning relating to leading and managing people, building relationships, project management and so forth. This is a great opportunity to assess behaviours and soft skills while allowing Apprentices to demonstrate their style.


Team Leader/SupervisorLevel 3

103

GradingMarks are awarded based on how the evidence presented across all assessment modes contributes to:• What the Apprentice has shown they can do against the requirements of

their job role• How the Apprentice has approached their work, learning and the way

they have completed the tasks• Who the Apprentice has worked with, demonstrating the personal and

interpersonal qualities they have brought to all their work relationships.

It is essential to gain the minimum marks in all four assessment modes in order to pass overall: under 50 marks is a Fail, over 50 is a Pass, over 60 is a Merit and over 70 is a Distinction.

ProgressionOnce the Team Leader/Supervisor Level 3 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder.

Their next steps is the Operations/Departmental Manager (Level 5) Apprenticeship.

Professional discussion 20%

In this concluding assessment module, the end point assessor leads an hour-long discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace.


Personal development interview 30%

In this concluding assessment module, the end point assessor leads an hour long discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace.


Team Leader/SupervisorLevel 3

Level 3Team Leader/

Supervisor

Level 5Operation/


Pass

Desti

nctio

n

Mer

it>50%

>70%

>60%



Interpersonal excellence – managing people and developing relationshipsLeading People Understand different leadership styles and the benefits of coaching to support people and

improve performance. Understand organisational cultures, equality, diversity and inclusion.Managing People

Understand people and team management models, including team dynamics and motivation techniques. Understand HR systems and legal requirements, and performance management techniques including setting goals and objectives, conducting appraisals, reviewing performance, absence management, providing constructive feedback and recognising achievement and good behaviour.

Building Relationships

Understand approaches to customer and stakeholder relationship management, including emotional intelligence and managing conflict. Know how to facilitate cross-team working to support delivery of organisational objectives.

Communication Understand different forms of communication and their application. Know how to chair meetings, hold challenging conversations, provide constructive feedback and understand how to raise concerns.

Organisational Performance - delivering resultsOperational Management

Understand how organisational strategy is developed. Know how to implement operational/team plans and manage resources and approaches to managing change within the team. Understand data management and the use of different technologies in business.

Project Management

Understand the project lifecycle and roles. Know how to deliver a project, including: managing resources, identifying risks and issues and using relevant project management tools.

Finance Understand organisational governance and compliance and how to deliver value for money. Know how to monitor budgets to ensure efficiencies and that costs do not overrun.

Personal Effectiveness – managing selfAwareness of Self

Know how to be self-aware and understand unconscious bias and inclusivity.

Management of Self

Understand time management techniques and tools and how to prioritise activities and approaches to planning.

Decision Making

Understand problem solving and decision making techniques and how to analyse data to support decision making.


Finance Applying organisational governance and compliance requirements to ensure effective budget controls.

Personal Effectiveness – managing selfAwareness of Self

Able to reflect on own performance, seek feedback, understand why things happen and make timely changes by applying learning from feedback received.

Management of Self

Able to create an effective personal development plan and use time management techniques to manage workload and pressure.

Decision Making

Use of effective problem solving techniques to make decisions relating to delivery using information from the team and others and able to escalate issues when required.

Behaviours / AttitudeTakes esponsibility

Drive to achieve in all aspects of work. Demonstrates resilience and accountability. Determination when managing difficult situations.

Inclusive Open, approachable, authentic and able to build trust with others. Seeks views of others.Agile Flexible to the needs of the organisation. Is creative, innovative and enterprising when

seeking solutions to business needs. Positive and adaptable, responds well to feedback and need for change.

Professionalism Sets an example and is fair, consistent and impartial. Open and honest. Operates within organisational values.


Interpersonal excellence – managing people and developing relationshipsLeading People Able to communicate organisation strategy, team purpose and adapt style to suit the

audience. Support the development of the team and people through coaching, role modelling values, behaviours and managing change effectively.

Managing People

Able to build a high-performing team by supporting and developing individuals, and motivating them to achieve. Able to set operational and personal goals and objectives and monitor progress, providing clear guidance and feedback.


Building trust with and across the team, using effective negotiation and influencing skills, managing any conflicts. Able to input to discussions and provide feedback (to team and more widely), identifying and sharing good practice across teams. Building relationships with customers and managing these effectively.

Communication Able to communicate effectively (verbal, written, digital), chair meetings and present to team and management. Use of active listening and provision of constructive feedback.

Organisational Performance - delivering resultsOperational Management

Able to communicate organisational strategy and deliver against operational plans, translating goals into deliverable actions for the team and monitoring outcomes. Able to adapt to change, identifying challenges and solutions. Ability to organise, prioritise allocate work and effectively use resources. Able to collate and analyse data and create reports.

Project Management

Able to organise, manage resources and risk, monitoring progress to deliver against the project plan. Ability to use relevant project management tools and take corrective action to ensure successful project delivery.

OverviewContinued business growth depends on the ability of the operational manager to deliver the strategic plan. Ensuring strength at this leadership level is essential, whether you’re training existing personnel or fresh talent. This comprehensive programme supports your Apprentice through the equivalent of an associate degree and provides them with the skills, knowledge and behaviours to drive results for your business. Your Apprentice will undergo a 30-month Apprenticeship training programme at Level 5 and will focus on three key skills areas: interpersonal excellence (managing people and developing relationships), organisational performance (delivering results) and personal effectiveness (managing self).

Role profile An operations/departmental manager is generally someone who is able to manage teams or projects and has responsibility for planning, delivering and achieving departmental goals and objectives. Accountable to a more senior manager, head of department or small business owner, they are responsible for the operational delivery of the organisation’s strategy. Key responsibilities include: supporting, managing and developing team members, managing projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems and building relationships internally and externally.



Level 5Associated degree equivalent



Learning)





- Successful completion of Leadership and Management

Diploma L5 (if used).




Standard.



- Porfolio review

- Knowledge-based multiple-choice test

- Competency-based interview

- Work-based project presentation




- An industry-recognised Leadership and

Management Diploma L5 (if used).


106

1. On-Programme TrainingWe will work with you closely to plan and deliver support and training appropriately, ensuring your Apprentice is prepared for a learning journey featuring both competence-based training and practical skills. Along the way, we will carry out joint reviews of progress and assess learning towards theoretical and practical skills development through the collation of 360-degree feedback, mentorship and continuous quality checking. This will involve the Apprentice, line manager and others having a direct relationship to support the development of the Apprentice. In addition to the standard, we offer the Level 5 Diploma in Leadership and Management, which Apprentices will complete before reaching the gateway.


3. End-Point AssessmentAs defined by the employer-led trailblazer action group, the assessment plan for Operations/Departmental Manager has five modes of assessment: a portfolio review, a knowledge-based multiple-choice test, a competency-based interview, a work-based project presentation and professional discussion. We will ensure the Apprentice is taken through all modes of assessment and assure consistent quality of assessment.

Portfolio 20%

The Apprentice carries out work defined by their employer, assembling a portfolio of evidence that demonstrates learning and development activities and their application in the workplace. This will include written, audio and video evidence that showcases their on-programme learning and achievements.


Work-based Project Presentation 20%

Given to a panel comprised of the independent assessor, training provider and employer, the Apprentice’s 15-minute presentation describes the objectives and output of their work-based project and should demonstrate what the Apprentice set out to achieve, what they produced, how they approached the work and dealt with issues and appropriate interpersonal and behavioural skills. This is followed by a 15-minute Q&A session with the panel, during which the Apprentice’s broader experiences are explored to confirm that the knowledge and skills defined in the Standard have been met.



107

GradingMarks are awarded based on how the evidence presented across all assessment modes contributes to:• What the Apprentice has shown they can do against the requirements

of their job role• How the Apprentice has approached their work and learning and the

way they have completed the tasks• Who the Apprentice has worked with, demonstrating personal and

interpersonal qualities they have brought to all their work relationships

It is essential to gain the minimum marks in all five assessment modes in order to pass overall: under 50 marks is a Fail, over 50 is a Pass, over 60 is a Merit and over 70 is a Distinction.

ProgressionOnce the Operations/Departmental Manager Level 5 Apprenticeship is complete, the learning doesn’t stop. Qube Learning offers a full suite of programmes designed to take your Apprentice onward and up the career ladder. Their next steps is the Chartered Manager (Level 6) Apprenticeship.

Knowledge-based Multiple-choice Question Test 30%

Via a series of questions relating to different scenarios and situations, Apprentices are required to demon-strate their knowledge of leadership and management in relation to specific topics.


Competency-based interview 20%

An end point assessor uses a structured series of questions to test the knowledge and application of learning relating to leading and managing people, building relationships, project management and so forth. This is a great opportunity to assess behaviours and soft skills while allowing Apprentices to demonstrate their style.



In this concluding assessment module, the end point assessor leads a discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace.



Level 5OperationManager

Level 6 Chartered Manager

Pass

Desti

nctio

n

Mer

it

>50%

>70%

>60%

108

109Operations/Departmental Manager Level 5


Interpersonal excellence – managing people and developing relationships

Leading People Understand different leadership styles, how to lead multiple and remote teams and manage team leaders. Know how to motivate and improve performance, supporting people using coaching and mentoring approaches. Understand organisational cultures and diversity and their impact on leading and managing change. Know how to delegate effectively.

Managing People

Know how to manage multiple teams and develop high performing teams. Understand performance management techniques, talent management models and how to recruit and develop people.


Understand approaches to partner, stakeholder and supplier relationship management, including negotiation, influencing and effective networking. Knowledge of collaborative working techniques to enable delivery through others and how to share best practice. Know how to manage conflict at all levels.

Communication Understand interpersonal skills and different forms of communication and techniques (verbal, written, non-verbal, digital) and how to apply them appropriately.

Organisational Performance - delivering results

Operational Management

Understand operational management approaches and models, including creating plans to deliver objectives and setting KPIs. Understand business development tools (eg SWOT), and approaches to continuous improvement. Understand operational business planning techniques, including how to manage resources, development of sales and marketing plans, setting targets and monitoring performance. Knowledge of management systems, processes and contingency planning. Understand how to initiate and manage change by identifying barriers and know how to overcome them. Understand data security and management and the effective use of technology in an organisation.

Project Management

Know how to set up and manage a project using relevant tools and techniques and understand process management. Understand approaches to risk management.

Finance Understand business finance: how to manage budgets and financial forecasting.

Personal Effectiveness – managing self

Awareness of Self

Understand own impact and emotional intelligence. Understand different and learning and behaviour styles.

Management of Self

Understand time management techniques and tools and how to prioritise activities and the use of different approaches to planning, including managing multiple tasks.

Decision Making

Understand problem solving and decision making techniques, including data analysis. Understand organisational values and ethics and their impact on decision making.

110Operations/Departmental Manager Level 5

Project Management

Plan, organise and manage resources to deliver required outcomes. Monitor progress and identify risk and their mitigation. Able to use relevant project management tools.

Finance Able to monitor budgets, provide reports and consider financial implications of decisions and adjust approach/recommendations accordingly.


Awareness of Self

Able to reflect on own performance, working style and its impact on others.

Management of Self

Able to create a personal development plan. Use of time management and prioritisation techniques.

Decision Making

Able to undertake critical analysis and evaluation to support decision making.Use of effective problem solving techniques.

Behaviour

Takes Responsibility

Drive to achieve in all aspects of work. Demonstrates resilience and accountability. Determination when managing difficult situations. Seeks new opportunities.

Inclusive Open, approachable, authentic and able to build trust with others. Seeks the views of others and values diversity.

Agile Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responding well to feedback and need for change. Open to new ways of working.

Professionalism Sets an example and is fair, consistent and impartial. Open and honest. Operates within organisational values.


Interpersonal excellence – managing people and developing relationshipsLeading People Able to communicate organisational vision and goals and how these apply to teams. Support

development through coaching and mentoring, and enable and support high performance working. Able to support the management of change within the organisation.

Managing People

Able to manage talent and performance. Develop, build and motivate teams by identifying their strengths and enabling development within the workplace. Able to delegate and enable delivery though others.


Able to build trust and use effective negotiation and influencing skills and manage conflict. Able to identify and share good practice and work collaboratively with others both inside and outside of the organisation. Use of specialist advice and support to deliver against plans.

Communication Able to communicate effectively (verbal, written, digital), chair meetings and present to team and management. Use of active listening and provision of constructive feedback.

Organisational Performance - delivering results

Operational Management

Able to input into strategic planning and create plans in line with organisational objectives. Support, manage and communicate change by identifying barriers and overcoming them. Demonstrate commercial awareness and able to identify and shape new opportunities. Creation and delivery of operational plans, including setting KPIs and monitoring performance against plans. Producing reports, providing management information based on the collation, analysis and interpretation of data.

OverviewA chartered manager is someone who can take responsibility for people, projects, operations and/or services to deliver long term organisational success, with the professional recognition of their ability to deliver impact, behave ethically and demonstrate their commitment to continual learning and development.

Role profile Managers in the private, public or third sector and all sizes of organisation. Specific job roles may include: manager; senior manager; head of department; operations manager; or anyone with significant management responsibilities. • Professional managers capable of managing complexity and delivering impact at a strategic and/

or operational level with management and leadership responsibility for setting and delivering organisational objectives through a wide range of functions.

• Professional managers who want to develop fully all aspects of their management and leadership skills, knowledge, self-awareness and behaviours. These include strategic decision making, setting direction and achieving results, building and leading teams, clear communication, developing skills and motivating others, fostering inclusive and ethical cultures, leading change, project management, financial management, innovation, risk management & developing stakeholder relationships.


48 mon thApprenticeship programme

Level 6Degree equivalent


- Regular assessment (involving employer and HEI)

- Development of a portfolio demonstrating learning and



development portfolio.


Submission of portofio and work-based project

to acheive:

- Successful completion of managment degree.



- Review of portfolio of evidence

- Review of work-based projects

- Presentation and interview.



- An approved management degree.

Chartered Manager Degree Level 6

111

1. On-Programme TrainingYour Apprentice will be taught a range of modules within a Management Degree to develop knowledge, skills and behaviours progressively against the Standard (to the value of 360 credits). Learning and ongoing assessment is documented within the Individual Learning Plan. Portfolio evidence is complied to provide evidence of the application of learning and the application of management concepts. Work based project undertaken towards end of programme - a substantive piece of work requiring research, design and implementation.

2. GatewayEmployers (in consultation with the University and Qube Learning) will decide when the apprentice is ready to be put forward for their end-point assessment. The apprentice will need to have achieved the following:

• Conformation that final project completes degree requirements and degree therefore achieved.

3. End-Point AssessmentAs defined by the employer led trailblazer action group, the assessment plan for the Chartered Manager Degree Apprenticeship has four modes of assessment detailed below. We, working in partnership with the University of Surrey, will ensure the apprentice is taken through all modes of assessment and assure the consistent quality of assessment throughout the programme of learning.

Apprentice grading assessment based upon:

Informal final grading of Apprenticeship

The End Point Assessment is by a robust panel interview, which will include a presentation on the synoptic work based project, review of portfolio evidence and a question and answer session. This combination will fully test that the apprentice meets all the requirements of the Standard.

Paper review of Portfolio - marked against criteria to evidence various

competences being practiced, etc.

15-minute presentation on

Work Based Project

Paper review of Projects - marked against criteria to evidence various

competences being practiced, etc.

Panel interview - to clarify and assess

behavioural and skills competences in more

depth


112


GradingApprentices will be graded by the HEI for their specific management and business degrees using Honours degree classifications for English Universities. All UK universities must follow the QAA Code of Practice for the assurance of academic quality and standards in higher education.

The marks will be based on how the evidence presented to the panel contributes to:

• What the apprentice has shown they can do against the requirements of their job role • How the apprentice has approached and the way they have completed the task(s) • Who the apprentice has worked with demonstrating personal and interpersonal qualities they have

brought to all their work relationships

ProgressionOnce the Chartered Manager Degree Apprenticeship is complete, the learning doesn’t stop. Contact us today to dicuss your appropriate progression routes.

The marks will then be combined to give the final grading:

End Point Assessment Evidence Maximum Mark

Portfolio 55

Project 25

Presentation & Interview 20

Grade Total Mark

Distinction 70+

Merit 60+

Pass 50+

Fail Less than 50

113


Knowledge What is required (through formal learning and applied according to business environment)

Organisational Performance – delivering a long-term purposeOperationalStrategy

Understand how to develop and implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation and quality assurance. Know how to manage change in the organisation.

ProjectManagement

Know how a project moves through planning, design, development, deployment and evaluation. Understand risk management models and reporting, risk benefit analysis and H&S implications.

Business Finance

Understand financial strategies, including budgets, financial management, accounting and how to provide financial reports. Understand approaches to procurement, contracting and legal requirements. Understand commercial context in an organisational setting and how this changes over time.

Sales andMarketing

Know how to create marketing and sales strategies. Know how to segment and target relevant markets and customers (global and local) and conduct analysis of opportunities and ways to market. Understand the need for innovation in product and service design.

Digital business & new technologies

Understand approaches to innovation and digital technologies and their impact on organisations, how their application can be used for organisational improvement and development. Understand innovation and digital technology’s impact on data and knowledge management for analysing business decision-making.

Interpersonal Excellence – leading people and developing collaborative relationships

Communication Understand different forms of communication (written, verbal, non-verbal, digital) and how to apply them. Know how to maintain personal presence and present to large groups. Awareness of interpersonal skills of effective listening, influencing techniques, negotiating and persuasion.

Leading People Understand different inclusive leadership styles and models, how to develop teams and support people using coaching and mentoring approaches. Understand organisational culture and diversity management.

Managing People

Know how to recruit, manage and develop people, using inclusive talent management approaches. How to use HR systems and processes to ensure legal requirements, H&S, and well-being needs are met. Know how to set goals and manage performance.

DevelopingCollaborativeRelationships

Understand approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation. Know how to shape common purpose, as well as approaches to conflict management and dispute resolution.


Awareness of self and others

Know how to be self–aware and recognise different learning styles. Know how to use emotional and social intelligence, active listening and open questioning to work effectively with others.

Management ofSelf

Know how to manage time, set goals, prioritise activities and undertake forward planning in a business environment with a focus on outcomes.

Decision Making

Know how to undertake research, data analysis, problem solving and decision-making techniques. Understand the values, ethics and governance of your organisation.

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Skills What is required (acquired and demonstrated through continuous professional development in the workplace)

Organisational Performance – delivering a long-term purposeOperationalStrategy

Support the development of organisational strategies and plans. Develop and deliver operational plans. Being able to set targets and KPIs, manage resources and monitor and measure outcomes to establish operational effectiveness, efficiencies and excellence. Produce reports that clearly present information and data, using a range of interpretation and analytical processes. Gain wide support to deliver successful outcomes.

ProjectManagement

Plan, organise and manage resources in order to achieve organisational goals. Identify key outcomes, develop and implement plans, monitor progress and provide reports as required. Proactively identify risk and create plans for their mitigation. Able to initiate, lead and drive change within the organisation, identifying barriers/challenges and how to overcome them. Ability to use widely recognised project management tools.

Business Finance

Managing budgets, controlling expenditure and production of financial reports.

Sales andMarketing

Use of customer insight and analysis of data to determine and drive customer service outcomes and improve customer relationships. Creative approaches to developing solutions to meet customer need.

Digital business & new technologies

Able to identify service/organisational improvements and opportunities for innovation and growth, using qualitative and quantitative analysis of information, data and benchmarking against others.

Interpersonal Excellence – leading people and developing collaborative relationships

Communication Communicate clearly, effectively and regularly using oral, written and digital channels and platforms. Use active listening and open questioning to structure conversations and discussions, challenging when appropriate. Manage and chair meetings and clearly present actions and outcomes. Ability to apply influencing and persuading skills to the dynamics and politics of personal interactions.

Leading People Able to articulate organisational purpose and values. Support the creation of an inclusive, high performance work culture. Enable others to achieve by developing and supporting them through coaching and mentoring.

Managing People

Able to build teams, empower and motivate others to improve performance or achieve outcomes. Able to delegate to others, provide clear guidance and monitor progress. Ability to set goals and accountabilities.

DevelopingCollaborativeRelationships

Able to build rapport and trust, develop networks and maintain relationships with people from a range of cultures, backgrounds and levels. Able to contribute within a team environment. Effectively influence and negotiate, being able to have challenging conversations and give constructive feedback. Work collaboratively with internal and external customers and suppliers.


Awareness of self and others

Able to reflect on own performance, identifying and acting on learning and development needs. Ability to understand impact on others. Can manage stress, personal well-being and confident in knowing core values and drivers.

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Management ofSelf

Able to create a personal development plan, use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities.

Decision Making

Use evidence-based tools and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making.

Behaviours What is required (developed and exhibited in the workplace)

Takesresponsibility

Drive to achieve in all aspects of work. Demonstrates resilience and determination when managing difficult situations. Seeks new opportunities underpinned by commercial acumen and sound judgement.

Inclusive Open, approachable, authentic and able to build trust with others. Seeks the views of others and values diversity internally and externally.

Agile Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responding well to feedback and need for change. Open to new ways of working and new management theories.

Professionalism Sets an example and is ethical, fair, consistent and impartial. Operates within organisational values and adheres to the CMI’s Professional Code of Conduct and Practice. (http://www.managers.org.uk/policies/codeof-conduct-and-practice).

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Vocational Qualification Benefits• Delivered through a flexible learning model –

convenient learning to suit you• Qualifications that are accredited by

recognised awarding organisations• A high-quality support pack throughout the

course, which can be used as an on-going reference tool upon completion

• Increased understanding of core tasks• Developed understanding of key legislation

and best practice• Ability to identify ways of improving

productivity and efficiency• Enhanced staff retention and increased

productivity – invest in your employee and they will feel valued and committed

• Access to sector-expert assessors throughout the course

• Assessments can be undertaken both online and in hard copy.

We offer an extensive range of nationally accredited short courses, available to employers or employees.

Our short courses tie into the essentialknowledge and skills required to carry outcertain job roles. They are an excellent wayof learning and bring a host of benefits to theemployer or staff member.

The learning programmes on offer are designedto improve the student's knowledge and skillswhilst accrediting them with a nationallyrecognised qualification through NCFE, who isa professional and industry-specialist awardingbody.

Accredited short courses at a glance

Enhance productivityand effectiveness

Delivered through a flexible learning model

Increase staff retentionand loyalty

Short-term course. Long- term benefits.

Transferrable SkillsResearch has shown that industry-specific transferable skills have a clear economic value to businesses and are worth a huge £88bn to the UK economy. This shows the importance of having a workforce that is armed with the skills that allow them to be flexible, adjusting into any situation or role with ease.

Short CoursesNCFE accredited short courses

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Awareness of Mental Health Problems (3 modules)The Certificate in Mental Health Awareness provides students with an appreciation and understanding of a number of different mental health issues that are increasingly prevalent in today’s society. This qualification is relevant for students from almost any employment sector and aims to develop students' understanding and appreciation of a wide range of mental health conditions. This includes signs, triggers and symptoms, including how mental health can affect an individual’s ability to cope and function, as well as looking at guidance on how to potentially manage and support them with their illness on a day-to-day basis.

Care and Management of Diabetes (2 modules)This nationally accredited qualification aims to provide an understanding of the different types of diabetes and how they can occur. The programme covers how the onset of Type 2 diabetes can be delayed with lifestyle changes and aims to develop an understanding of diabetes diagnosis and initial care. The qualification also covers the importance of ongoing care and the correct treatment of diabetes to control blood sugar levels.

Common Health Conditions Level 2 (2 modules)The Certificate in Common Health Conditions develops knowledge and awareness of the various areas within health and social care settings. This qualification provides knowledge in a range of areas to develop service delivery and care. It covers topics such as understanding how to contribute to monitoring the health of individuals affected by health conditions and the awareness of conditions such as arthritis, stroke, dementia, Parkinson’s disease and sensory loss.

Dignity and Safeguarding in Adult Health & Social Care Level 2 (2 modules)This qualification aims to give students knowledge and understanding of the key principles of dignity, duty of care and safeguarding, as applied to adult health and social care. Students will investigate the principles and how they are applied in everyday work contexts. They will also have an opportunity to examine the dilemmas that can arise and the consequences when these principles are not upheld.

Prevention and Control of Infection Level 2 (2 modules)This qualification covers a wide range of topics, including the principles of infection prevention and control, the causes and spread of infection and the importance of correct cleaning procedures, decontamination and waste management.

Short CoursesNCFE qualification menu

From£235pp

From£185pp

From£185pp

From£185pp

From£185pp

Health and Social Care Accredited Courses


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Dementia Care Level 2 (3 modules)The Certificate in the Principles of Dementia Care provides students with an appreciation and understanding of the different forms of dementia that may be encountered and how to support individuals with this condition through person-centred care. The qualification is particularly relevant for students working within a medical or health and social care environment, as it helps individuals to develop their knowledge and understanding of the principles of caring for those with dementia. It covers areas such as person-centred care, the influence of positive communication methods, issues around the use of medication for those with dementia and the importance of offering appropriate activities.

End of Life Care Level 2 (2 modules)This nationally accredited qualification is designed to develop knowledge and understanding relating to end of life care. The programme covers a range of topics, including the support needed to manage pain and discomfort, how dementia impacts on end of life care, the role of the care worker at time of death and the loss and grief process.

Nutrition and Health Level 2 (2 modules)This nationally accredited qualification is designed to give students working, or intending to work, in settings such as sport and recreation, exercise and fitness, hospitality and catering or healthcare, an understanding of nutrition and health to support their role in the workplace. The qualification aims to enable students to progress to other qualifications in this subject area, or within the wider area of healthcare, sport and recreation, or hospitality and catering.

Understanding Autism Level 2 (2 modules)The Certificate in Understanding Autism develops knowledge and awareness of autism. Autism is a spectrum condition that affects how a person communicates with others and how they interpret the world around them. There are around 700,000 people in the UK with autism – more than 1 in every 100. Having a clear understanding of the misconceptions, diagnoses and support surrounding autism are just some of the essential skills needed when working in mental health.

Safe Handling of Medicines Level 2 (2 modules)The Certificate in the Safe Handling of Medicines is the ideal programme for individuals wishing to increase their knowledge and understanding relating to thesafe handling of medication within a health and social care setting. The aim of this qualification is to develop the student’s understanding of the different typesof medication and the requirements for the safe handling, storage and disposal of them. Students will also cover the safe administration of medication andthe importance of keeping accurate records.


From£235pp

From£185pp

From£185pp

From£185pp

From£185pp

Health and Social Care Accredited Courses (Continued)

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Health and Social Care Accredited Courses (Continued)

Working with Individuals with Learning Disabilities Level 2 (3 modules)This qualification is designed to provide an understanding of the principles required to ensure that an individual with learning disabilities is provided with high-quality person-centred care. The programme covers a range of topics, including understanding supporting individuals with learning disabilities, safeguarding & protection and positive risk-taking.

Working with People with Mental Health Needs Level 2 (3 modules)Mental health presents one of the greatest challenges to our society. With an estimated 450 million people worldwide suffering from mental health problems, around a quarter of British adults will experience some form of mental health problem each year. While many elements of mental health are still not understood, having a good knowledge of the information that is available is essential in the care sector.

Essential Quality Standards in the Care Sector Level 2 (2 modules)This course is designed to increase the knowledge and confidence of individuals working within a care environment who wish to gain an understanding and ob-tain information around key subject areas. The programme focuses on many important areas, such as person-centred care, safeguarding, service improvement and maintaining quality standards.

Managing Medication Information and Keeping Records Level 2 (2 modules)The Managing Medication Information and Keeping Records course is designed for individuals looking to increase their knowledge and understanding of the principles of providing administrative services, managing information and the key aspects of record keeping and audit processes for medication administration and storage.

Team Leading in Care Level 2 (2 modules)Team Leading in Care explores the role of the team leader and the preparation required for leading a team in a care setting. The qualification provides information about and a clear understanding of, productive working relationships within health and social care teams. It focuses on effective communication in meetings, giving clear instructions and the importance of communication when preparing team activities.

Occupational Health and Safety Level 2 (2 modules)This nationally accredited collection of units is designed for anyone working in a health and safety role, or for those individuals who wish to have a greater understanding of health and safety in the workplace. It also covers one unit from our popular Equality and Diversity programme.


From£235pp

From£235pp

From£185pp

From£185pp

From£185pp

From£185pp


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Personal Development Accredited Courses

Information, Advice or Guidance Level 2 (2 modules) The Certificate in Information, Advice or Guidance explores communicationtechniques and how values, attitudes and beliefs can affect interactions. This qualification aims to develop interaction and interpersonal skills to help positively develop service delivery. The qualification covers how information, advice or guidance can be explored and how group interaction can be utilised. It also covers ways of managing information, including storage and retrieval and how to comply with the law.

Essential IT Skills (2 modules)Today, there are more IT users than ever before, with over five billion mobile phone subscriptions worldwide and more than two billion Internet users. With this continuous growth in the use of technology comes the increased demand to have a sound working knowledge of IT software and programs. Developing new and existing IT knowledge can improve efficiency, competencies and ultimately help improve your bottom line through improved performance.

Equality and Diversity Level 2 (1 module)The Certificate In Equality and Diversity has been developed in order to addressnew legislation, reinforcing the importance of equality and diversity withindifferent contexts and ensuring that all students gain an understanding of thedifferent issues affecting equality and diversity in today’s society, the communityand the workplace.

Below is a break down of the cost for each NCFE course based on the number of modules and students enrolled.

Number of Modules 3 to 5 students * 6 to 9 students * 10+ students *

1 £225 + VAT per person £200 + VAT per person £175 + VAT per person



* Prices are based on all students attending the same workshop.


From£185pp

From£185pp

From£175pp

Price structure

PricingFor more detailson group bookings,please get in

touch

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Whether you are looking for a single day’s course to cover a business priority, or a complete development programme, we have it covered.

Our courses cover the following business areas:• Business development• Communication training• Customer care training• Human resources training• Leadership training• Management training• Personal development.

All of Qube Learning’s modular training courses are accredited by ICM (Institute of Commercial Management). This accreditation assures that our training courses meet a professional standard.

Training courses are delivered in a classroom environment by our experienced tutors, thus ensuring that all delegates have an opportunity to be actively involved in their own development.

Benefits of our short courses include:• Over 50+ courses available to give you full control of your staff’s

development• Accredited training• Certification provided on completion• Classroom-based learning• Flexible timetable for delivery• Includes measurable goals to measure success• Can be incorporated into an Apprenticeship to further support

knowledge • Detailed needs analysis prior to selection and delivery of courses.

We recognise that every business is unique and requires a different approach when it comes to training and development. This is why we have designed our modular train-ing package that delivers a flexible range of products to suit your business needs.

Courses avaliable

Half Day- Anxiety at Work- Bullying & Harassment- Communicating with

Customers- Data Protection Act- Effective Sales Planning- Equality Act 2010- Fire Awareness- Health & Safety- Listening Skills- Manual Handling- Prioritising & Planning.

Full Day- Absent Management- Accident & Investigation- Building Relationships- Business Presentations- Coaching at Work- Coaching Skills for Managers- Commerciality & Business

Planning- Communicating Difficult

Messages- Complaint Handling- Conflict Handling- Customer Excellence- Discipline in the Workplace- Diversity- Effective Communication

Skills- Effective Customer Care.

Modular Courses ICM accredited courses

We are keen to support all your business needs, so we offer price bandings from a single day. For employers looking for a larger development programme, we offer even better value packages.


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3-Day Programme• Fire Awareness (½ day)• Health & Safety (½ day)• Accident and Investigation

(1 day)• Risk Assessment (1 day)

£2,250 + VAT(Up to 8 students)

5-Day Programme• Listening Skills (½ day)• Prioritising and Planning (½ day)• Absent Management ( 1 day)• Conflict Handling (1 day)• Managing Performance (1 day)• Team Building (1 day)


10-Day Programme• Communicating with Custom-

ers (½ day)• Effective Sales Planning (½ day)• Listening Skills (1/2 day)• Coaching Skills for Managers

(1 day)• Complaint Handling (1 day)• Effective Communication Skills

(1 day)• Effective Customer Care (1 day)• Great Leadership (1 day)• Performance Management

(1 day)• Time Management (1 day)• Practical Sales Skills (1 ½ day)


Full Day (continued)- Emotional Intelligence at

Work- Finance for Non-Finance

Managers- Great Leadership- Influencing Skills- Leading Effective Teams- Managing a Virtual Team- Managing Difficult

Behaviour- Managing Performance- Marketing Essentials- Mentor Training- Minute Taking- Performance Management- Planning for Change- Project Management

Essentials- Risk Assessment- Root Cause Analysis- Stress Management- Success with Change- Team Building- Time Management- Microsoft Word.

One and a Half Days- Practical Sales Skills.

Two Days- Interview Skills- Talent Management.

Three Days- Train the Trainer.

Modular Courses ICM accredited courses

Example Package Prices

Example Course Construction

1-Day Course

£94 per person(Up to 8 students)

5-Day Course

Can be taken over a flexible time period (Up to 8 students)

10-Day Course

Can be taken over a flexible time period (Up to 8 students)

£750+ VAT

£3,250+ VAT

£6,000+ VAT

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Example Course Construction

Tailored Contact us to findout how we cantailor a package toyour business

E-learning is electronic learning and typically this requires a computer to deliver part or all of a course, whether it is done as part of an individual's mandatory business training, or as a full distance-learning course.

E-LearningWhat are the benefits?

There are several benefits to e-learning, whether you choose to use it on its own, or to enhance your existing in-house training.

It is cost effective and saves timeBy reducing the time taken away from the office, removing travel costs and the need for printed materials, online learning helps you save money and increases workplace productivity.

Learning 24/7, anywhereMany face-to-face courses only operate within normal office hours. By allowing staff to complete the course when and where they like, you can make sure disruptions to a busy working schedule are minimised. It also means learning can be done at a pace, place and time to suit the student.

It makes tracking of course progress a breezePerhaps the most important aspect of using computers for training is that it is supported by a well-implemented Learning Management System (LMS), making it easy to track and prove progress for your staff and students. This can be essential for our most popular courses, where proof of mandatory training is required.

It is discreetNot everybody feels comfortable learning in a large group, especially if they find something hard. E-learning allows each individual to tackle the subject at their own pace, in a place and at a time that suits them, with interactive tasks to ensure a thorough understanding throughout each module. This means the students are in control of their own learning, which increases motivation.

Accreditation: The majority of courses have been independently certified as conforming to universally accepted CPD (Continuing Personal or Professional Development) guidelines. Its certified CPD ‘quality mark’ is a recognised symbol of quality-assured training.

Step 1: Visit our website atwww.qube-learning.co.uk/employer-e-learning/and find a suitable course for you or your employee to take.

Step 2: Follow the link and purchase the desired courses online.

Step 3: Once purchased, you will receive an automated email with your unique username and password. If you were allocated a course by your manager, they will have forwarded you your login details.

Step 4: Login and use the training button to launch your course.

How to getstarted


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We have a huge range of e-learning courses available, allowing individuals to tackle training at their own pace, in a place and time that suits them.

Our e-learning courses cover a wide range of subjects, including Business, Management, Health & Safety, Food Safety, Healthcare and Working with Children/Adults. Visit us at www.qube-learning.co.uk/employer-e-learning for a full list of the courses on offer.

E-Learning200+ industry-leading courses

have a number of courses that could prove to be useful to a business no matter what sector they operate in.

Healthcare Professionals & Healthcare OrganisationsIn today's fast-changing care sector, professionals at all levels need to be proactive and flexible to succeed. If an individual works in health and social care, uses those services themselves, or would like to study to find out more about how to support people in need of care, then we have courses suitable for them.

Housing Providers and TenantsThese courses have been developed in conjunction with a number of Housing Associations, as such, we have a number of courses that will ensure individuals are up to date with current rights or the legal elements of housing.

People Working with Children & Young People, including Parents & CarersWith these courses, indivduals can gain an understanding of contemporary debates and key skills relating to safeguarding, health and wellbeing, development, inequalities and disability, social policy, youth justice, working with parents, foster care, education and play.

People Working with AdultsWe offer a range of adult service courses that cater for individuals or carers, including courses for working with adults with learning difficulties or safeguarding adults.

Business and EnterpriseA business qualification opens up many career paths and keeps an individual's options open, as these skills are often transferable and can support people throughout the lifetime of their career.

Courses for Managers and Aspiring ManagersOrganisations need to be led by good, strong management at the top. Decisions have important consequences all the way through the organisation. Consequently, it is important for managers and decision-makers to have the right training.

Health and SafetyCreated for those responsible for managing risk within a business, our range of engaging and highly respected courses are designed to help a business or individual become fully compliant with Health and Safety procedures and regulations.

Food, Drink and HospitalityFocused on ensuring customer safety and comfort, we have courses for a number of sectors, including Catering, Retail and Manufacturing.

Manufacturers and TradeManufacturing and Trade environments can be highly dangerous. Therefore, ensuring everyone has the correct understanding of safe procedures and laws is a must. Those who own or manage engineering and manufacturing firms are responsible for ensuring machine, equipment and staff safety. However, we also

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Courses we offerVisit us online for a list of all the courses we offer.

Not seen what you are looking for?We strive to offer the best packages to our customers. If there is a specific course that you are looking for that is not in our directory, then please contact us to find out if we can accommodate you.

Stay Connected@qubelearning

qube learning

/growyourskills

/growyourskills

Head Office7 Park Square, Milton Park, Abingdon, OxonOX14 4RRwww.qube-learning.co.uk01235 [email protected]

For more information on the qualifications we offer, speak to a Qube representative today. We will be happy to discuss the options available to you.

This prospectus is available in different formats. If you require it in an alternative format, please visit our website or contact us on:

Email: [email protected]

Get in touch todayWe would love to hear from you


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Published by QUBE Qualifications & Development Ltd: 7 Park Square, Milton Park, Abingdon, Oxon, OX14 4RR

© 2017 All Rights ReservedReproduction/replication is strictly prohibited

Accurate as of: 01/11/2017

Qube_Standards_Guide_Nov17 v2

QR code explainedSimply use your smart phone to scan the barcodes throughout this prospectus using your smartphone camera and one of the many free QR scanner apps available.

Qube Learning7 Park Square, Milton Park, Abingdon, Oxon, OX14 4RR

Tel: 01235 83 38 38Fax : 01235 86 19 76Email: [email protected]

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