Lead Adult Care Worker Level 3

Lead Adult Care Workers are frontline professionals who support adults to live safely, independently, and with choice, while also providing supervision and day-to-day leadership. For employers, this role develops confident staff who can lead teams, work autonomously, and exercise sound judgement to deliver high-quality, person-centred care. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers.

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Course Overview

As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You 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 you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of 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.

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Once an apprentice has completed their apprenticeship, they will be ‘signed off’ by their employer/ provider as ready for end-point assessment of their knowledge and practical capabilities. In most cases, the assessment will be graded and must show the apprentice is fully competent and productive in the occupation.

Lead Adult Care End Point Assessment consists of:

Knowledge test
Professional Discussion

Fully funded through the Apprenticeship Levy or 95% government-funded for eligible employers, with minimal contribution required.

Candidates should already be working as a frontline member of staff within the Adult
care sector. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of 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.

Candidates must undertake the Enhanced Disclosure and Barring Service check. The Care Certificate must be achieved as part of the Apprenticeship Standard.

Employers may also provide additional entry criteria.

Learners aged 18 who do not have exemptions will still be required to achieve Level 2 Functional Skills.

Learners over 19 will have the option to either opt in or out of Functional Skills training and examinations. For those who choose to opt out, Fareport remains committed to supporting all learners in developing their literacy and numeracy skills by embedding these essential topics within the curriculum and assessments of the apprenticeship.

To be eligible for an Apprenticeship you (or the apprentice) must:

Be living and working in England
Be 16 years old or above
Have the legal right to work in the UK
Have maintained UK residency for the last 3 years
Be employed in a real job; they may be an existing employee or a new hire
Work towards achieving an approved apprenticeship standard or framework
Work at least 30 hours a week
Be able to commit to the apprenticeship and its requirements
Not hold a prior qualification at the same or higher level in the same subject area
Not undertake or benefit from DfE funding during their apprenticeship programme, including Student Loans.
Have apprenticeship training and employment that lasts at least 12 months.

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Knowledge, Skills & Behaviours

Knowledge (K) – The theoretical understanding an apprentice needs to perform their role effectively. This includes industry-specific principles, regulations, and best practices.

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
Both their own and other workers professional boundaries and limits training and expertise
Relevant statutory Standards and Codes of Practice for their role
What the ‘Duty of Care’ is in practice
How to create and develop a care plan based on the person’s preferences in the way they want to be supported
How to monitor, plan, review a care plan in response to changing physical, social, and emotional needs of individuals
How to lead and support others to ensure compliance with regulations and organisational policies and procedures
How to ensure that dignity is at the centre of all work with individuals and their support circles
The importance of respecting diversity, the principles of inclusion and treating everyone fairly
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
How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction
The role of advocates and when they might be involved
Their own, and other workers’ responsibilities for ensuring confidential information is kept safe
What abuse is and what to do when they have concerns someone is being abused
The national and local strategies for safeguarding and protection from abuse
What to do when receiving comments and complaints ensuring appropriate and timely actions takes place
How to recognise and prevent unsafe practices in the workplace
The importance and process of whistleblowing, being able to facilitate timely intervention
How to address and resolve any dilemmas they may face between a person’s rights and their safety
The health and safety responsibilities of self, employer and workers
How to keep safe in the work environment
What to do when there is an accident or sudden illness and take appropriate action
What to do with hazardous substances
How to promote fire safety and how to support others to so
How to reduce the spread of infection and support others in infection prevention and control
How to use and promote with others where relevant, risk assessments to enable a person centred approach to delivering care
What a professional relationship is with the person being supported and colleagues
How to work with other people and organisations in the interest of the person being supported
How to be actively involved in their own personal development plan and, where appropriate, other worker’s personal development plans
How to demonstrate the importance of excellent core skills in writing, numbers and information technology
How to develop and sustain a positive attitude and address signs and symptoms of stress in self and other colleagues
How to carry out research relevant to individuals’ support needs and share with others
How to access and apply good practice relating to their role
How to access and apply specialist knowledge when needed to support performance in the job role

More information on the Standard is available here.

Skills (S) – The practical abilities developed through training and hands-on experience. These are the technical and transferable skills required for the job.

Support individuals they are working with according to their personal care/support plan
Take the initiative when working outside normal duties and responsibilities
Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking
Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments
Contribute to the development and ongoing review of care/support plans for the individuals they support
Provide individuals with information to enable them to exercise choice on how they are supported
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
Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals
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
Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals
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
Take the initiative and reduce environmental barriers to communication
Demonstrate and ensure that records and reports are written clearly and concisely
Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working
Support others, to recognise and respond to potential signs of abuse according to agreed ways of working
Work in partnership with external agencies to respond to concerns of abuse
Lead and support others to address conflicts or dilemmas that may arise between an individual’s rights and duty of care
Recognise, report, respond to and record unsafe practices and encourage others to do so
Lead and mentor others where appropriate to promote the wellbeing of the individuals they support
Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene
Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition
Carry out fire safety procedures and manage others to do so
Develop risk assessments and use in a person centred way to support individuals safely including moving and assisting people and objects
Manage, monitor, report and respond to changes in the health and wellbeing of the individuals they support
Take the initiative to identify and form professional relationships with other people and organisations
Demonstrate, manage and support self and others to work within safe, clear professional boundaries
Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities
Demonstrate continuous professional development
Carry out research relevant to individuals’ support needs and share with others
Demonstrate where necessary mentoring and supervision to others in the workplace
Demonstrate good team/partnership working skills
Demonstrate their contribution to robust recruitment and induction processes

Behaviours (B) – The professional attitudes and values expected in the workplace. These include teamwork, adaptability, problem-solving, and ethical responsibility.

Care – is caring consistently and enough about individuals to make a positive difference to their lives
Compassion – is delivering care and support with kindness, consideration, dignity, empathy and respect
Courage – is doing the right thing for people and speaking up if the individual they support is at risk
Communication – good communication is central to successful caring relationships and effective team working
Competence – is applying knowledge and skills to provide high quality care and support
Commitment – to improving the experience of people who need care and support ensuring it is person centred

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Frequently Asked Questions

Off-the-job training is a mandatory requirement for all apprenticeships in the UK. It ensures that apprentices develop the Knowledge, Skills, and Behaviours (KSBs) outlined in their apprenticeship standard, beyond their day-to-day work duties.

How Much Off-the-Job Training is Required?
Apprentices must spend the equivalent of 6 hours per week on off-the-job training, which must take place during their normal working hours. This structured learning approach is designed to enhance their professional development and directly relate to their apprenticeship programme.

What Activities Count as Off-the-Job Training?
Off-the-job training can be delivered in various ways, including:
✔ Training sessions with Fareport – workshops, workbooks, online learning, and assignments
✔ Employer-led training – mentoring, job shadowing, and workplace projects
✔ Industry-related learning – attending relevant seminars, courses, or training events

This training can take place at the apprentice’s usual workplace or offsite, but it must always be completed within their normal working hours.

How is Off-the-Job Training Planned?
At Fareport Training, we work closely with employers and apprentices to plan and document off-the-job training within the Training Agreement. This ensures a structured learning journey that aligns with business needs while meeting apprenticeship requirements.

By dedicating time to off-the-job training, apprentices gain valuable knowledge and experience, helping them develop professionally and contribute more effectively to their workplace.

Fareport Training is an Ofsted ‘Good’ work-based training provider, delivering apprenticeships and commercial training to employers aiming to enhance their workforce’s skills and qualifications (indeed.com).

Established in 1981, Fareport has a longstanding reputation for high-quality training across various sectors.

Benefits of Partnering with Fareport:

Enhanced Skills and Productivity: Employers have reported that apprenticeships through Fareport help develop relevant skills, improve productivity, and enhance the quality of products or services.

Comprehensive Support: Fareport collaborates closely with employers to design high-quality teaching sessions tailored to business requirements, ensuring that apprentices gain substantial new knowledge, skills, and behaviors applicable to their roles (files.ofsted.gov.uk).

Employee Development and Retention: By investing in apprenticeships, employers can grow their own talent, leading to improved employee morale and loyalty.

Collaborating with Fareport Training enables organisations to effectively upskill their workforce, fostering growth and maintaining a competitive edge in their respective industries.

Yes, Fareport Training operate across all of England. You can undertake your training at your workplace and live online with our trainers.

An apprenticeship in the UK is a paid position that combines practical on-the-job training with academic learning, leading to nationally recognised qualifications. Typically, apprentices spend around 20% of their working hours on classroom, 1-2-1 or individual learning, while the remainder is dedicated to hands-on work experience. This structure allows individuals to earn a salary while gaining valuable skills and credentials in their chosen field. Apprenticeships are for new employees as well as existing employees.

A career in Health and Social Care offers diverse opportunities and the change to make a meaningful impact. Learners secure roles as care and home workers, nursing auxiliaries, senior care workers, and care managers.

The sector is in high demand, with an estimated need for 500,000 additional workers by 2040, driven by an ageing population and evolving healthcare needs.
Health and Social Care is a rewarding and growing field, providing fulfilling career paths for those passionate about supporting others.

No, you are only eligible to study our courses if you are living or working in England and meet all our eligibility criteria.

As of November 2025, the UK apprentice minimum wage is £7.55 per hour for apprentices under 19 or in their first year.

Apprentices are entitled to the apprentice rate if they’re either:

Aged under 19
Aged 19 or over and in the first year of their apprenticeship

Apprentices are entitled to the minimum wage for their age if they both aged 19 or over and have completed the first year of their apprenticeship.

Apprenticeships in the UK offer a multitude of benefits for both individuals and employers.

For Individuals:
Earning While Learning: Apprentices receive a salary during their training, allowing them to gain work experience without incurring student debt (Moneyhelper).
Nationally Recognised Qualifications: Completing an apprenticeship provides credentials that are respected across industries, enhancing employability (MKCollege.ac.uk).
Practical Experience: Apprentices develop hands-on skills in real-world settings, making them valuable assets to employers (Apprenticeships.gov.uk).
Career Advancement: Many apprentices secure permanent positions post-training, with opportunities for further education and career progression (MKCollege.ac.uk).

For Employers:
Cost-Effective Recruitment: Apprenticeships can reduce hiring expenses by developing talent internally (FDMGroup.com).
Enhanced Employee Retention: Investing in apprenticeships often leads to higher staff loyalty and job satisfaction (Apprenticeships.gov.uk).
Addressing Skill Shortages: Tailored training ensures employees possess skills aligned with business needs (FDMGroup.com).
Diversity and Inclusion: Apprenticeships promote a varied workforce, enriching company culture and perspectives (Apprenticeships.gov.uk).

Overall, apprenticeships serve as a strategic approach to workforce development, benefiting both the apprentice and the employer.

Why Learn with Fareport Training?

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