Duration
12 – 24 Months
Accreditation
NCFE
Overview
NCFE Cache Level 3 Diploma In Adult Care qualification develops the knowledge and skills needed when working in a lead adult care worker role in care settings. It covers a wide range of areas including supporting individuals with their physical and emotional care, daily living needs and health and social care procedures. This qualification also aligns to the Apprenticeship Standard for Lead Adult Care Worker.
Delivery Methods
To cater to different learning styles and preferences, the London College of Professional Studies (LCPS) offers a range of flexible delivery methods, allowing learners to study in a way that suits their needs and schedules.
Learners will be able to:
Access all course materials – including online modules, study guides, and written assignments.- Receive expert tutor support throughout the course.
- Use the LCPS Online Learning Portal – available 24/7, providing a user-friendly platform for all study resources.
- Obtain detailed assignment briefings to guide assessment preparation.
- Access high-quality study notes designed to support learning and understanding.
- Receive assignment feedback and marks to monitor progress and improvement.
- Earn a fully accredited UK qualification upon successful completion.
- Get dedicated customer support via chat, telephone, or email (Monday to Friday).
- Enjoy full academic and administrative support from enrolment to course completion.
Duration
The programme is available in 2 duration modes:
- 12 Months
- 24 Months
Accreditation
NCFE Cache Level 3 Diploma In Adult Care is accredited by Ofqual regulated awarding bodies
Course Delivery
- Online
Do you need to be working to take this qualification?
Learners will need to be working, volunteering or on practical placement as they will need to show competence in both knowledge and skills.
Entry Requirements
Learners must achieve a minimum of 58 credits for the Diploma.
Learners must achieve 28 credits from the mandatory units and a minimum of 30 credits from the optional units.
At least 35 credits must be achieved at level 3 or above.
Module Structure
| Unit title | Level | Credit | Unit type |
| Promote communication in care settings | 3 | 3 | Knowledge/ skills |
| Promote effective handling of information in care settings | 3 | 2 | Knowledge/ skills |
| Promote personal development in care settings | 3 | 3 | Knowledge/ skills |
| Promote person-centred approaches in care settings | 3 | 6 | Knowledge/ skills |
| Promote equality and inclusion in care settings | 3 | 2 | Knowledge/ skills |
| Promote health, safety and well-being in care settings | 3 | 6 | Knowledge/ skills |
| Responsibilities of a care worker | 2 | 2 | Knowledge/ skills |
| Duty of care in care settings | 3 | 1 | Knowledge |
| Safeguarding and protection in care settings | 2 | 3 | Knowledge |
| Unit title | Level | Credit | Unit type |
| Co-ordinate activity provision in adult social care | 3 | 4 | Knowledge/ skills |
| Principles of advocacy | 3 | 4 | Knowledge |
| Co-ordinate the use of assistive living technology | 4 | 4 | Knowledge/ skills |
| Promote continence management | 3 | 4 | Knowledge/ skills |
| Understand how to support individuals to access and engage in education, training and employment (ETE) | 3 | 3 | Knowledge |
| Facilitate learning and development activities to meet individual needs and preferences | 3 | 5 | Knowledge/ skills |
| Managing pain and discomfort | 3 | 3 | Knowledge/ skills |
| Awareness of the Mental Capacity Act 2005 | 3 | 3 | Knowledge |
| Promote nutrition and hydration in adult care settings | 3 | 4 | Knowledge/ skills |
| Understand personalisation in adult care | 3 | 3 | Knowledge |
| Implement positive behaviour support | 3 | 6 | Knowledge/ skills |
| Develop, implement and review reablement plans | 4 | 4 | Knowledge/ skills |
| Support individuals to retain, regain and develop skills for everyday life | 3 | 4 | Knowledge/ skills |
| Understand how to support individuals with foot care | 2 | 3 | Knowledge |
| Provide agreed support for foot care | 2 | 3 | Knowledge/ skills |
| Provide support to individuals to continue recommended therapies | 3 | 3 | Knowledge/ skills |
| Move and position individuals in accordance with their care plan | 2 | 4 | Knowledge/ skills |
| Support individuals to access and use services and facilities | 3 | 4 | Knowledge/ skills |
| Support independence in the tasks of daily living | 2 | 5 | Knowledge/ skills |
| Work in partnership with families to support individuals | 3 | 3 | Knowledge/ skills |
| Implement therapeutic group activities | 3 | 4 | Knowledge/ skills |
| Support individuals to live at home | 3 | 4 | Knowledge/ skills |
| Support individuals during a period of change | 3 | 4 | Knowledge/ skills |
| Support individuals to access and manage direct payments | 4 | 4 | Knowledge/ skills |
| Support individuals to access housing and accommodation services | 3 | 4 | Knowledge/ skills |
| Support individuals to prepare for and settle in to new home environments | 3 | 3 | Knowledge/ skills |
| Support the spiritual well-being of individuals | 3 | 3 | Knowledge/ skills |
| Support individuals to meet personal care needs | 2 | 2 | Skills |
If taken / cannot be taken (and vice versa)
- Recognise indications of substance misuse and refer individuals to specialists / Support individuals who are substance users
- Support individuals at the end of life / End of life care
Which type of job roles can learners apply for on completion?
Learners can progress into employment in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings within job roles such as:- Senior Care Support Worker
- Lead Personal Assistant.
Progression
Learners can progress into employment in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings within job roles such as:- Senior Care Support Worker
- Lead Personal
