Duration
12 – 18 Months
Accreditation
NCFE
Overview
NCFE Cache Level 5 Diploma In Leadership For Health And Social Care And Children And Young People’s Services (England) (Adults’ Advanced Practice) provides the skills and knowledge needed to manage practice and lead others in adult health and social care provision or in children and young people’s services.
It has five pathways – three for adults and two for children and young people:
- Management
- Advanced Practice
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.
Accreditation
NCFE / Cache Ofqual regulated awarding bodies
Duration
The programme is available in 2 duration modes:
- 12 Months
- 18 Months
Course Delivery
- Online
- Blended Learning
Do you need to be working to take this qualification?
Learners will need to be working in the role of Deputy or Manager in an appropriate setting or have the opportunity to carry out responsibilities associated with these roles to be able to study for the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (90 credits).
Entry Requirements
Learners should be at least age 19 and above. It is also recommended that they hold a Level 3 qualification or a higher level qualification in a related area.
Module Structure
Learners must take the 6 Shared Core Mandatory Units, 5 Mandatory Adults’ Advanced Practice Pathway Units (51 credits) and the remaining 39 credits from Option Groups H, I and J. A minimum of 1 credit and a maximum of 6 credits must be taken from Option Group I. Learners must achieve 90 credits, a minimum of 66 of these credits must be at/above Level 5.| Unit title | Unit type | Level | Credit | ||
| Use and develop systems that promote communication | Skills | 5 | 3 | ||
| Promote professional development | Knowledge/ Skills | 4 | 4 | ||
| Champion equality, diversity and inclusion | Knowledge/ Skills | 5 | 4 | ||
| Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people’s settings | Knowledge/ Skills | 5 | 5 | ||
| Work in partnership in health and social care or children and young people’s settings | Knowledge/ Skills | 4 | 4 | ||
| Undertake a research project within services for health and social care or children and young people | Knowledge/ Skills | 5 | 10 | ||
| Total credit and GLH for Shared Core and Mandatory Units | 30 | ||||
| Unit title | Unit type | Level | Credit | ||
| Manage health and social care practice to ensure positive outcomes for individuals | Knowledge/ Skills | 5 | 5 | ||
| Safeguarding and protection of vulnerable adults | Knowledge/ Skills | 5 | 5 | ||
| Understand safeguarding of children and young people (for those working in the adult sector) | Knowledge | 3 | 1 | ||
| Lead person-centered practice | Knowledge/ Skills | 5 | 4 | ||
| Assess the individual in a health and social care setting | Knowledge/ Skills | 5 | 6 | ||
| Credit and GLH from Group G units | 21 | ||||
| Total credit and GLH for Mandatory plus Group G Units | 51 | ||||
| Unit title | Unit type | Level | Credit |
| Develop procedures and practice to respond to concerns | Knowledge/ | 5 | 6 |
| and complaints | Skills | ||
| Recruitment and selection within health and social care or | Knowledge/ | 4 | 3 |
| children and young people’s settings | Skills | ||
| Facilitate the development of effective group practice in | Knowledge/ | 5 | 6 |
| health and social care or children and young people’s | Skills | ||
| settings | |||
| Facilitate coaching and mentoring of practitioners in | Knowledge/ | 5 | 6 |
| health and social care or children and young people’s | Skills | ||
| settings | |||
| Manage induction in health and social care or children | Knowledge/ | 4 | 3 |
| and young people’s settings | Skills | ||
| Facilitate change in health and social care or children and | Knowledge/ | 5 | 6 |
| young people’s setting | Skills | ||
| Manage an inter-professional team in a health and social | Knowledge/ | 6 | 7 |
| care or children and young people’s setting | Skills | ||
| Manage finance within own area of responsibility in health | Knowledge/ | 4 | 4 |
| and social care or children and young people’s setting | Skills | ||
| Unit title | Unit type | Level | Credit |
| Manage quality in health and social care or children and young people’s setting | Knowledge/ Skills | 5 | 5 |
| Develop and evaluate operational plans for own area of responsibility | Skills | 5 | 6 |
| Manage physical resources | Knowledge/ Skills | 4 | 3 |
| Unit title | Unit type | Level | Credit |
| Understand partnership working | Knowledge | 4 | 1 |
| Understand how to manage a team | Knowledge | 4 | 3 |
| Understanding professional supervision practice | Knowledge | 4 | 3 |
| Understand the process and experience of dementia | Knowledge | 3 | 3 |
| Understand physical disability | Knowledge | 3 | 3 |
| Understand the impact of acquired brain injury on individuals | Knowledge | 3 | 3 |
| Understand sensory loss | Knowledge | 3 | 3 |
| Principles of supporting individuals with a learning disability regarding sexuality and sexual health | Knowledge | 3 | 3 |
| Unit title | Unit type | Level | Credit |
| Understand how to support individuals during last days of life | Knowledge | 3 | 3 |
| Understand Advance Care planning | Knowledge | 3 | 3 |
| End of life and dementia care | Knowledge | 3 | 2 |
| Unit title | Unit type | Level | Credit |
| Manage domiciliary services | Knowledge/ Skills | 5 | 6 |
| Lead the management of transitions | Knowledge/ Skills | 5 | 4 |
| Lead positive behavioral support | Knowledge/ Skills | 7 | 10 |
| Develop provision for family support | Knowledge/ Skills | 5 | 5 |
| Lead support for disabled children and young people and their carers | Knowledge/ Skills | 6 | 8 |
| Lead active support | Knowledge/ Skills | 5 | 5 |
| Active support: Lead interactive training | Knowledge/ Skills | 5 | 4 |
| Promote access to healthcare for individuals with learning disabilities | Knowledge/ Skills | 5 | 6 |
| Promote good practice in the support of individuals with autistic spectrum conditions | Knowledge/ Skills | 5 | 7 |
| Support families who are affected by acquired brain injury | Knowledge/ Skills | 3 | 3 |
| Support families who have a child with a disability | Knowledge/ Skills | 3 | 3 |
| Support the development of community partnerships | Knowledge/ Skills | 4 | 5 |
| Support individuals to access housing and accommodation services | Knowledge/ Skills | 3 | 4 |
| Support individuals at the end of life | Knowledge/ Skills | 3 | 7 |
| Work with families, carers, and individuals during times of crisis | Knowledge/ Skills | 4 | 5 |
| Implement the Positive Behavioral Support model | Knowledge/ Skills | 4 | 8 |
| Support individuals to access education, training, or employment | Knowledge/ Skills | 4 | 4 |
| Promote awareness of sensory loss | Knowledge/ Skills | 5 | 3 |
| Support the use of assistive technology | Knowledge/ Skills | 5 | 4 |
| Explore models of disability | Knowledge/ Skills | 5 | 5 |
Which type of job roles can learners apply for on completion?
On completion learners can progress to a wide range of job roles depending on the pathway taken. The following list is not all-inclusive, but gives a taster of the opportunities available in either adult or children and young people’s settings:- Manager
- Deputy Manager
- Assistant Manager
- Care Broker
- Case Manager
- Senior Support Worker
- Day Care Manager
- Residential Care Manager
What does the qualification cover?
The six pathways cover a wide range of topics including:- Safeguarding and protection
- Developing and carrying out policy
- Managing care services, change programs and recruitment
- Promoting and developing best practice
- Supporting development and partnership working
- Care management
- Quality systems and improvement
