Solution: Lead Adult Care Worker Level 3 Safeguarding Assessment | Salford City College - The Complete Academic Support Hub

Lead Adult Care Worker L3

Assesment Activity: Safeguarding

Glossary of Command Verbs

Command word	Meaning	Examples- A chair
Analyse	Separate information into components and identify their characteristics. Discuss the pros and cons of a topic or argument and make reasoned comment	A chair is used for sitting on. It can be used for standing on to reach something or kneeling on or hiding under but its most common purpose is to be sat on. It normally comprises a seat; a backrest and is supported by legs. The legs are positioned in such a way so as to balance the chair, so that when it is sat upon it does not collapse or become unstable. Most chairs have four legs spaced to give stability to the chair. Chairs can have three legs, again it is the positioning of the legs under the seat which provides the stability and makes a chair fit for purpose. Without the back rest a chair would be classed as a stool. The ergonomics of the best rest and the design and materials used in the seat contribute to how comfortable a chair may be to sit on. Chairs can be made in many different styles and use a variety of materials. The design and material choice are reflected in the cost of the chair. Traditionally chairs were made of wood however there is now a vast array of materials used in chair production such as metal, plastic, rubber and fabric. The material used will affect the weight of the chair. Chairs are often used alongside a table, for example whilst eating or working. They are used to support body weight in a sitting position. The height of a chair is very important as if it was too high or too low it would not function at a table and may be uncomfortable. Chairs can be produced in different sizes to make them suitable for individuals eg a child. Chair sizes are standardised however it is relatively easy to find alternative sizes.
Compare	Identify similarities and differences	are made from wood however the type of wood is different. This has made a considerable difference to the weight of the chair and I would have to bear this in mind for things like ease of positioning and cleaning. The three-legged chair looks very contemporary whilst the four-legged chair is more traditional. Both are fit for purpose and would suit the size and style of table. The biggest difference between the chairs is cost. The three-legged chair costs considerably more than the four legged chair and bearing in mind I would need four chairs, cost could be a deciding factor.
Define	State or describe the nature, scope or meaning	A chair is a seat with a back, for one person.
Describe	Give an account, including all the relevant characteristics, qualities, or events	A chair may comprise of a seat, a back rest and is supported by legs. The legs are positioned to balance the chair. There are many different styles of chair.
Discuss	Give an account that addresses a range of ideas and arguments	I have a variety of different chairs in my home. All of them have a seat, back rest and are supported by legs. It is possible to have a chair with three legs but most have four. The back rest is what defines the chair otherwise it could be called a stool. When buying a chair, I would consider the room it is for, the design and colour and the price. It is important that it is fit for purpose and that it is comfortable.
Evaluate	Make a qualitative judgement taking into account different factors and using available knowledge/experience/evidence	The chair I am considering has several strengths. It is made from a material which is hardwearing and with maintenance and care this chair could last me a lifetime. If the chair got marked, chipped or damaged it could be remedied by me, at home. This would avoid having to find a specialist and having to travel to or haul the chair a great distance, at great cost. Another strength the chair has is its design. Because the back rest is moulded to an adult spine, it is possible to remain sitting on it for hours without feeling any discomfort. The main weakness of the chair is its colour. It is made from a light wood and as a long-term investment this may not compliment the shades and style of the room, as it develops. Also there is some intricate design on the back rest which could make cleaning difficult. This could result in a build-up of dust which would look unsightly.
Explain	To give account of the purposes or reasons	A chair is used for sitting on. It normally comprises a seat; a backrest and is supported by legs. The legs are positioned in such a way so as to balance the chair, so that when it is sat upon it does not collapse or become unstable. Chairs can be made in many different styles and use a variety of materials. The design and material choice are reflected in the cost of the chair. Chairs are often used alongside a table, to support body weight at a convenient height whilst doing something at the table. Chairs can be produced in different sizes to make them suitable for individuals eg a child.
Identify	Recognise, list, name or otherwise characterise	The object in the middle with four legs, a seat and a back is a chair.
Outline	A description setting out main characteristics/points	A chair is a piece of furniture; usually it would be used alongside a table or desk. A chair is something that we sit on. It usually consists of a seat and back rest supported by legs.
Research	Research Investigation into and study of materials and sources to establish facts and reach conclusions
Reflection	Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge.	On reflection I feel the photo shoot was successful, in terms of it being well planned and in terms of realisation of my concept. I found the storyboards to be of great assistance on the day of the shoot. Putting my work into context, I do feel it works well as a CD cover. This is mainly due to my constantly keeping in mind the frame of a CD cover when planning and shooting my compositions, in order to allow for cropping. I feel the images also successfully visually represent and evoke the feel and atmosphere of the artist, the zeitgeist and, most importantly, the track.
Summarise	To sum up or to put things into your own words or to create a précis of the information discussed

Having completed your teaching and learning session on Safeguarding, it is now time to complete further independent research, Answering the following questions below:

You need to think about how you want to present this evidence:

The following options to present your evidence of research are below:

Written assignment- Typed
Power Point presentation
Oral voice recording (independent)
Professional recorded discussion with your skills coach (you will need notes)

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Unit 02 – Safeguarding in care settings

1 – Outline relevant legislation, principles, national policies and frameworks and local systems that relate to safeguarding and protection from abuse and neglect.
2 – Describe the roles of different agencies in safeguarding and protecting individuals’ right to live in safety and be free from abuse and neglect.
3 – Outline when and how you would report serious failures in upholding individuals’ rights to live free from abuse and neglect and how they influence current practice.
4 – Describe where to find sources of information and advice about own role in safeguarding, including whistle blowing and accountability for decision making and information sharing.
1a – Define the following terms: safeguarding
1b – Define the following terms: abuse
1c – Define the following terms: harm
2 – Explain the factors that contribute to an individual being more at risk of abuse or neglect
3a – Explain what is meant by: physical abuse
3b – Explain what is meant by: domestic abuse
3c – Explain what is meant by: sexual abuse
3d – Explain what is meant by: psychological abuse
3e – Explain what is meant by: financial/material abuse
3e – Explain what is meant by: modern slavery
3f – Explain what is meant by: discriminatory abuse
3g – Explain what is meant by: organisational abuse
3h – Explain what is meant by: neglect/acts of omission
3i – Explain what is meant by: self-neglect
4 – Outline indicators that an individual may be being abused.
5 – Identify indicators of perpetrator behaviour.
1a – Explain how the likelihood of abuse may be reduced by: working with person centred values
1b – Explain how the likelihood of abuse may be reduced by: enabling active participation
1c – Explain how the likelihood of abuse may be reduced by: promoting choice and rights
1d – Explain how the likelihood of abuse may be reduced by: working in partnership with others
2 – Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.
1 – Describe the actions to take if there are suspicions an individual is being abused or neglected.
2 – Explain how to respond if an individual discloses that they are being abused.
3 – Outline issues relating to consent to share information about suspicions or disclosures of abuse or neglect.
4 – Describe how to share information about suspicions or disclosures of abuse or neglect.
5 – Explain how to keep the individual and others appropriately informed and involved about their Safeguarding concern in line with policies and procedures.
6 – Identify ways to ensure evidence is preserved.
7 – Outline how and when to seek support in relation to responding to safeguarding concerns.
8 – Explain how to respond to suspicion or disclosure that a child or young person is being abused or neglected.
1 – Identify unsafe practices that may affect individuals’ wellbeing.
2 – Explain the actions to take if unsafe practices have been identified.
3 – Explain the action to take if suspected abuse or unsafe practices have been reported but no action taken in response.
1 – Explain the importance of balancing online safety measures with the benefits individuals can gain from accessing online systems, and the individual’s right to make informed decisions.
2a – Outline the potential risks to individuals presented by: use of electronic communication devices
2b – Outline the potential risks to individuals presented by: use of the internet
2c – Outline the potential risks to individuals presented by: use of social networking sites
2d – Outline the potential risks to individuals presented by: carrying out financial transactions online
3 – Describe ways of working inclusively with individuals to reduce the risks presented by each of these types of activity.

Unit 03 – Mental Capacity and Restrictive Practice in Care Settings

1.1 – Explain the main purpose and principles of relevant legislation and codes of practice relating to mental capacity, and how these principles interact.

1.2 – Identify factors that influence an individual’s mental capacity and ability to express consent.

1.3 – Describe the relationship between an individuals’ mental capacity, consent, choice and safety.

1.4 – Define the term ‘valid consent’.

3.1 – Define restrictive practice.

3.2 – Explain the importance and impact of seeking the least restrictive option for individuals.

3.3 – Describe how to raise concerns when restrictions appear out of proportion with evident risk.

3.4 – Outline organisational policies and procedures in relation to restrictive practices.

3.5 – Outline own role in implementing organisational policies and procedures in relation to restrictive practices.

Reflection question: How do you implement the knowledge you’ve gained from safeguarding Teaching and learning into your day-to-day practice? Complete the reflective Journal below.

What event or topic are you reflecting on?

Give a brief description. You don’t need to give all the details, but rather focus on the event itself.

Too broad a focus can make it difficult to give the topic the attention it needs and might be hard to give direction to your reflection, especially if you are reflecting as a team and everyone may want to make input. Remember to maintain confidentiality.

Reflect on the following:

what did you do?
how did you do it?
why did you do it in that way? (include any reference to legislation, codes of practice, national guidance/policies)
who was involved?

Candidate name

Enrolment

number

Details of activities

reflected on

Date of reflection

What happened?

Give a brief description of the event.

How did you respond?
How did your team respond?
What did you feel during the event?
What did you feel afterwards?

Looking back

Are you satisfied with how you responded? If so, why? If not, why?
Do you think you worked effectively with your colleagues? What worked well? If not, what would help effective work in the future?
Did you have all the support you needed? If so in what way? If not, what would have helped?
If in a team, was the team satisfied with your contribution? If so how? If not, why?

Looking forward

If there is a similar event in the future, would you do anything differently? Please explain your answer.
What did you learn from this experience and/or your reflection on it?
How will this learning improve your practice?
How will this learning be used to benefit individuals in your service?
Are there lessons to be learned for your team/ your colleagues/ the policies or systems you follow?
Did the things you learned after this event help you achieve any of your development objectives?
Did this event help you identify new learning objectives?

Any other thoughts /reflections

When answering the above questions, please ensure to reference and include the below core knowledge, skills and behaviours within your evidence. Key links to legislation and local strategies.

Knowledge:

KA1 – 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

KB9– The importance of respecting diversity, the principles of inclusion and treating everyone fairly

KC13– Their own, and other workers’ responsibilities for ensuring confidential information is kept safe

K D 14 – What abuse is and what to do when they have concerns someone is being abused

K D 15 – The national and local strategies for safeguarding and protection from abuse

K D 17 – How to recognise and prevent unsafe practices in the workplace

K D 18 – The importance and process of whistleblowing, being able to facilitate timely intervention

K D 19 – How to address and resolve any dilemmas they may face between a person’s rights and their safety

Skills:

S B 11 – Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals

S C 17 – Take the initiative and reduce environmental barriers to communication

S C 19 – Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working

S D 20 – Support others, to recognise and respond to potential signs of abuse according to agreed ways of working

S D 21 – Work in partnership with external agencies to respond to concerns of abuse

S D 23 – Recognise, report, respond to and record unsafe practices and encourage others to do so

Behaviours:

Care
Compassion
Courage
Communication
Competence
Commitment

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