Lead Practitioner in Adult Care - Level 4


Overview of your End-Point Assessment


Congratulations on reaching the final stages of your apprenticeship. Below you will find useful information and resources to help you prepare for your End-Point Assessment. The purpose of this assessment is to confirm if you have met the required Skills, Knowledge and Behaviours of the apprenticeship standards in order to be considered occupationally competent.

1. Preparing for your End-Point Assessment

2. Are you Gateway Ready?


Adult Health Care Worker Gateway Requirements


- Level 2 Diploma in Care

Functional Skills (or equivalent)

- Level 1 Literacy and Numeracy

Industry Requirements

- Care Certificate (15 Standards)

- Service User Testimonies

- Self Assessment

Gateway takes place before an EPA can start. The employer and training provider will review their apprentice’s knowledge, skills and behaviours to see if they have met the minimum requirements of the apprenticeship set out in the apprenticeship standard, and are ready to take the assessment.

Once you have been approved by meeting all of the gateway requirements you will then be assigned an Independent End-Point Assessor. They will contact you to do a final check to make sure you are ready to proceed onto your End-point Assessment. 

3. Preparing for the Assessment

Part 1 - The Situational Judgement Test (SJT)

              60 Multiple Choice Questions in 90 minutes

              Questions based on a rage of real-life scenarios


The Situational Judgment Test will present you with a range of real-life scenarios about which answer must be given in a multiple-choice format. The assessment will be conducted online under strict examination conditions.


Questions are drawn from all parts of the stated knowledge and skills (see below) elements of the apprenticeship standard, focusing on the higher order competencies. 

An Adult Care Worker must know and understand:

A. The job they have to do, their main tasks and responsibilities

1. 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

2. Professional boundaries and limits of their training and expertise

3. Relevant statutory standards and codes of practice for their role

4. What the ‘duty of care’ is in practice

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

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

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

B. The importance of having the right values and behaviours

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

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

10. The importance of respecting diversity and treating everyone equally

C. The importance of communication

11. The barriers to communication

12. The impact of non-verbal communication

13. The importance of active listening

14. How the way they communicate can affect others

15. About different forms of communication e.g. signing, communication boards

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

17. How to make sure confidential information is kept safe

D. How to support individuals to remain safe from harm (Safeguarding)

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

19. The national and local strategies for safeguarding and protection from abuse

20. What to do when receiving comments and complaints

21. How to recognise unsafe practices in the workplace

22. The importance and process of whistleblowing

23. How to address any dilemmas they may face between a person’s rights and their safety

E. How to promote health and wellbeing for the individuals they support and work colleagues

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

25. How to keep safe in the work environment

26. What to do when there is an accident or sudden illness

27. What to do with hazardous substances

28. How to promote fire safety

29. How to reduce the spread of infection

30. What a risk assessment is and how it can be used to promote person centred care safely

F. How to work professionally, including their own professional development

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

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

33. How to be actively involved in their personal development plan

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

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

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

Part 2 - The Professional Discussion

               Structured discussion between the apprentice and the Independent                   End-Point Assessor for 45 Minutes

               Assesses the apprentice's level of competency in carrying out their                       role in Health & Social Care

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The assessment of a Professional Discussion provides a holistic approach to assessing knowledge and understanding and is useful in determining not only what and how you are performing, but also your analytical and decision-making abilities.


As an assessment method, it can be one of the best ways of testing the validity and reliability of the evidence you have provided. It is important to bear in mind that professional discussion is not simply a question and answer session. A professional discussion should feel open, fluid and dynamic so that you can offer insights, knowledge and input that is unprompted – but captured by the assessor as an outcome of the discussion.

An Adult Care Worker must be able to:

A: The main tasks and responsibilities according to their job role

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

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

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

4. Encourage individuals to participate in the way their care and support is delivered

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

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

7. Support individuals with cognitive, physical or sensory impairments


B. Treating people with respect and dignity and honouring their human rights

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

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

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

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

C. Communicating clearly and responsibly

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

13. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes

14. Identify and take steps to reduce environmental barriers to communication

15. Demonstrate they can check for understanding

16. Write clearly and concisely in records and reports

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

D. Supporting individuals to remain safe from harm (Safeguarding)

18. Recognise potential signs of different forms of abuse

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

20. Recognise, report and challenge unsafe practices

E. Championing health and wellbeing for the individuals they support and for work colleagues

21. Promote the health and wellbeing of the individual they support

22. Move people and objects safely

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

24. Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition

25. Demonstrate how to keep people, buildings and themselves safe and secure

26. Carry out fire safety procedures when required

27. Use risk assessments to support individuals safely

28. Recognise symptoms of cognitive impairment, e.g. Dementia, learning disabilities and mental health

29. Monitor and report changes in health and wellbeing for individuals they support

F. Working professionally and seeking to develop their own professional development

30. Reflect on own work practices

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

32. Demonstrate their contribution to their development plan

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

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

35. Demonstrate they can work within safe, clear professional boundaries

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

4. Booking your Final End-Point Assessment

- I confirm that I have provided all the required evidence to successfully meet the Gateway requirements (Section 2 above) to proceed to End-Point Assessment.

- All Evidence that has been provided is original and my own work.

- I feel I have been given sufficient time and resources during my Apprenticeship to prepare for my End-Point Assessment.


I confirm that the statements above are correct and I am ready to book my End-Point Assessment.