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Level 5 Diploma in Health and Social Care Management

Health and Social Care , OTHM

Complexity : Level 5

Level 5 Diploma in Health and Social Care Management qualification is to equip learners with the underpinning knowledge, understanding and skills required for a career in the health and social care sector at a managerial level.

This qualification is valid to enhance career opportunities in the leadership and management of health and social care organisations worldwide due to its recognition and accreditation.

International Accreditation and Equivalence

Level 5 Diploma in Health and Social Care Management is regulated by Ofqual (The Office of Qualifications and Examinations Regulation) regulator in England, UK and it is awarded by OTHM Qualifications Awarding Organisation. Qualification Accreditation Number: 610/1537/4

The qualification has the following accreditation and equivalence.

• England and Europe: Regulated to Regulated Qualifications Framework ( RQF ) and European Qualifications Framework (EQF) at Level 5. 
• Wales: Qualification ( RQF Level 5) is equivalent to Credit and Qualification Framework for Wales at Level 5
• Scotland: Qualification ( RQF Level 5) is equivalent to The Scottish Credit and Qualifications Frame (SCQF) Level 9/8
• Ireland: Qualification ( RQF Level 5) is equivalent to the National Framework of Qualifications for Ireland at Level 7/6
• Higher Education in the UK : Qualification ( RQF Level 5) is equivalent to the Framework for higher education qualifications in England, Wales and Northern Ireland Level 5

Learning Objectives of the Level 5 Diploma in Health and Social Care Management  

At the end of the qualification, learners will be able to

• Lead and manage operations of the health and social care organisation in the public or private sector
• Understand the main features and outcomes of partnership working
• Understand the legal framework, regulations, policies and procedures that support the safeguarding and protecting of vulnerable individuals.
• Understand the importance of partnerships working to protect vulnerable individuals.
• Understand approaches to health education and plan a health promotion initiative.
• Supervise and manage team performance.
• Become an expert in researching health and social care for product and service improvement.

Course Structure

Level 5 Diploma in Health and Social Care Management is a 120-credit  qualification based on only six units. Each unit has 20 credits.

Unit 01 - Working in Partnership in Health and Social Care

This unit aims to provide learners with the underpinning skills and knowledge required to develop productive and new partnership opportunities within their own and other organisations.

Unit 02 - Managing the Safeguarding and Protection of Vulnerable Individuals

This unit aims to provide learners with a thorough understanding of the legal framework for safeguarding and protecting vulnerable individuals, developing the knowledge and skills required to manage staff and developing staff understanding of this critical area.

Unit 03 - Health Education and Promoting Wellbeing 

This unit will develop learners understanding of approaches to health education and the methods that are used to identify health inequalities. Theoretical models using health education to bring about behaviour change will be examined and learners will be able to design a health education campaign.

Unit 04 - Team Management in Health and Social Care

This module aims for the learner to show that they can lead and supervise a team and develop their performance in the health and social care setting.

Unit 05- Professional Supervision Practice in Health and Social Care

This unit aims to develop learners’ ability to provide professional supervision to staff and support them in enhancing skills and performance.

Unit 06 - Research in Health and Social Care

This unit aims to introduce learners to the research process, the methods, and types of research whilst conducting a small-scale study.

Do you need to be on the job to study this qualification?

It is not mandatory to be on the job to study this qualification.

How will you study?

Our learning portal will be available to you to study 24/7. You can use your Desktop Computer, Laptop, Mobile, or Tablet anytime in a flexible way to study entirely online.

Assessment Methods

Assessment methods include assignments. There are no exams in this course. You will write assignments for each unit and submit them to the tutor for marking.  

Results and Certificate

Learners must complete six units successfully and achieve 120 credits Level 5 Diploma in Health and Social Care Management by OTHM Awarding Organisation in partnership with Cambridge Management and Leadership School. 

Who is this course for?

This qualification is suitable for individuals who would like to have careers in senior management and leadership careers in health and social care. For example, you can apply to become

• Registered Care Manager or Social Worker,
• A managerial position of any health or social care organisation,
• Team leader,
• Supervisor, 
• Case Manager
• Care administrator,
• Residential Care Manager
• A nursing career with management responsibilities,
• Administrative or support worker.

This qualification is also suitable for learners for a variety of purposes, for example 

• a career change to the health and social care sector or
• employment in health and social care
• personal and professional development or
• job progression and
• further education study at Level 6 or Level 7 in Health and Management.

Apply to this Qualification

There are three ways to apply for this course.

(1) Purchase the course from this link - Click Here . or

(2) Purchase the course on a Monthly payment plan - Click Here or 

(2) Complete the admission application form - Click Here

Once we receive your application or purchase order number, we will contact you with an offer/admission letter and instructions to complete the enrolment before you start the course. 

Study Planner - L5 HSCM

Unit 03 - health education and promoting wellbeing, unit 05 - professional supervision practice in health and social care, unit 06 - research methods in health and social care, assignments, unit 01 - partnership working in health and social care (assignment submission), unit 03 - health improvement and promoting well-being (assignment submission), unit 02 - safeguarding and protecting vulnerable individuals (assignment submission), unit 04 - leading teams in health and social care (assignment submission), unit 05- providing professional supervision for staff (assignment submission), unit 06 - research in health and social care (assignment submission), assignment briefs - level 5 diploma in health and social care management, comments ( 7 ).

Just want to know how the maximum and minimum time one has to take studying?

The minimum duration is 6 months while the maximum duration can be 12 months. In some circumstances, we can offer up to 18-24 months without any extra charges.

I would really like some more information on your level 5 diploma course in health and social care.

I’m currently a senior support worker and would love to get some more qualifications behind me.

Kind regards, Kelsey

How do I get the diploma after completing the 6 assignments

Once you get marks of all units, it goes through several quality assurance checks with no timescale. Board of quality assurer within the college validate marks to confirm your grades – that takes 4-6 weeks. Once you pass the units, the quality assurance reports along with all marked work goes through the awarding body to complete its checks (estimated time could be 1 week to 4 weeks). These are regulated qualification mandatory compliance checks as per the assessment policy available in your dashboard. Overall timescale is quicker than estimated mentioned above.

Can i enroll to this course directly without having level 4

Yes you can we expect experience if you dont hold level 4 qualification.

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Level 5 Diploma in Leadership and Management for Adult Care (3080)

Click here to sign up for our virtual drop-in sessions, taking place on  2 July 2021 between 1.00pm - 4.45pm ,  for centres to come together to discuss and contribute to the design of the new qualification that will potentially replace the current 3080-50.

This qualification is endorsed by Skills for Care and has been approved as meeting the Skills for Care qualification specification for England.

The Level 5 Diploma in Leadership and Management for Adult Care (England) is a competence based qualification which has been developed with employers who provide adult care. The mandatory content is based on the Skills for Care qualification specifications which were produced following consultation with the sector.

Automatic approval will be given to centres already approved for qualification pathways below, which the new qualification replaces:

• 4978-54 Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management)
• 4978-55 Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Management)

Designed to support the on-programme element of the Leader in Adult Care apprenticeship standard in England, the new qualification will become a mandatory component of the Leader in Adult Care standard. The timing of the availability of this standard is not yet known.

The new 3080-50 Level 5 Diploma in Leadership and Management for Adult Care qualification is available to use now as a stand alone qualification and is approved for adult learner loans funding.

The qualification covers the knowledge and skills required to work in a leadership and management role in a range of settings where services support individuals with different needs. The qualification contains units which are competence based and some knowledge based units.

The qualification is aimed at leaders and managers in adult care in a range of adult care settings, such as:

• Residential services for older people and people with disabilities
• Domiciliary care services
• Day services
• Respite services
• Community based services

The qualification can be used both within and outside of an apprenticeship standard for those learners who work in Adult Care in England, in the following roles:

• Registered Managers

The qualification may also be used to support Assistant Managers and Deputy Managers providing they are able to demonstrate knowledge and skills at level 5 and that their job role allows them to be able to demonstrate the required skills in real work activities.

• Wales – please check QiW website for available funding

Interested in delivering this qualification?

Find out more about how to become an approved City & Guilds centre or fill out our online customer application form . 

General Information

What is involved in studying this course.

The new qualification has been designed to support the on-programme element of the Leader in Adult Care apprenticeship standard in England and covers the knowledge and skills required to work in adult care in a leadership role in a range of settings. 

The Level 5 Diploma in Leadership and Management for Adult Care qualification contains units which are competence based and some knowledge based units.

An optional assignment is available to support the assessment support the assessment of Unit 502 Governance and regulatory processes.

What Careers Can This Lead To?

The qualification provides a structured programme of learning and assessment to support learners to demonstrate competence in a leadership and management role in adult care in England at level 5.

Learners can progress to an apprenticeship or qualification such as higher level apprenticeships or to a Higher Education qualifications such as a foundation degree or degree programme, providing any specific entry requirements are met. A Level 6 Leadership qualification or apprenticeship, providing their job role supports the requirements of the standard, would also provide progression opportunities.

What Is Involved With Delivering This Course?

The qualification is structured in a way which means that all learners will have to complete a group of 11 mandatory units, the content of which is appropriate across many leadership roles in adult care .

In addition there is a range of optional units to support areas of specialism, including:

• Learning disability services
• End of life Care
• Clinical Skills
• Residential Care
• Domiciliary Care
• End of life care support
• Management skills
• Study Skills

Learners must achieve 7 out of the 16 optional units to complete the qualification.

Level 5 Diploma in Leadership and Management (England) (3080-50)

Level 5 diploma in leadership and management for adult care.

• Accreditation No: 603/3462/9 This is a reference number related to UK accreditation framework
• Type: Credit based qualification This is categorisation to help define qualification attributes e.g. type of assessment
• Credits: Data unavailable Credits are a measure of the size of the qualification
• Guided Learning Hours: 325 - 325 This is the average contact time a centre would typically commit
• Total Qualification Time: Data unavailable The total time for the qualification
• Key Stage: Data unavailable This shows the equivalent Key Stage level.
• Last Certification: 31/08/2026 This is the last date that a certificate can be issued
• Qualification fees in the UK: £205.00 Our typical price is the one that is most often paid by a centre for a completed learner. Some prices are made up of multiple charging points so action like taking difference units or specialisms to complete and resitting assessments may mean the cost for some learners differs.

Additional information for centres

LEARNING ASSISTANT IS AVAILABLE FOR THIS QUALIFICATION

Learning Assistant is an innovative and cost effective e-portfolio solution that allows colleges and training providers to dramatically improve the delivery of their vocational qualifications.

Learn more about Learning Assistant >

Here you can find all documents related to this suite of qualifications.

By clicking on the section headings below, you can access a variety of documents such as the qualification handbooks and assessment materials, Statements of Purpose, and recognition letters from industry and employers.

Some documents may be password protected. Passwords can be retrieved by logging in to  Walled Garden and visiting the Administration section of the relevant qualification catalogue page.

Assessment materials

• 502 Assignmentv1 pdf 196 KB 11 Sep 2018

Centre documents

• Guide to Assessing Qualifications in Health and Social Care pdf 412 KB 05 Jun 2019
• Level 5 Diploma in Leadership and Management for Adult Care QHB v3-1 pdf 1 MB 17 Feb 2022
• Mapping L5 Lead Adult Care Worker to the L5 Diploma Adult Care Nov 2020 pdf 211 KB 26 Nov 2020

Purpose and Recognition

• 60334629 Level 5 Diploma for Adult Care England Purpose statement pdf 115 KB 11 Sep 2018

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• LEVEL 5 DIPLOMA IN LEADERSHIP & MANAGEMENT FOR...

Essay Writing Guide for Level 5 Diploma

A lot of students can find the step-up to essay writing for their Level 5 Diploma in Leadership and Management for Health and Social Care to be quite overwhelming and it can be a major stumbling block towards their progress in their qualification.

Structuring an essay and the amount of detail and analysis needed for assignments at Level 5 can cause students to doubt their abilities, resulting in a lack of motivation to get started and ‘writer’s block’ when they settle down to their work. Consequently, this can lead to procrastination and many unproductive hours.

But it doesn’t have to be like that; I’m not saying essay writing at level 5 is easy, but it can be made a lot easier by following a few simple guidelines. Having completed many essays at Level 5 (several of which earned me distinctions), I thought it would be useful to share my own tips and processes when approaching written assignments.

On this page

• 1 My Essay Writing Process
• 2 That’s it!

My Essay Writing Process

My own essay writing process consists of the following steps:

• Check the learning outcomes and assessment criteria
• Initial research and note-taking
• Plan essay structure
• Write introduction
• Further research
• Write content
• Write conclusions
• Citations and references

Step 1: Check the learning outcomes and assessment criteria

Ultimately, when your tutor is assessing your work, they will be looking to see if you have achieved the learning outcomes and assessment criteria for the unit. Therefore, it is essential read and understand the assessment criteria to get an idea of what your tutor requires before you begin your research.

I usually begin by opening a blank Word document (called notetaking ) and copy out each of the criteria I will be assessed for. I make sure that I type it manually, rather than using copy+paste so that my brain processes each criterion to give me an understanding of what is required.

You can obtain the assessment criteria from several sources. Your tutor may print them out for you. If your training provider uses a digital assessment, such as onefile or smartassessor , you may be able to access the criteria online. Or you can go to the website of the awarding body (e.g. City & Guilds) to access them.

Not every criterion from a unit will be assessed through essay writing; some criterion need to be assessed using observation. Therefore, it is essential to be able to make this distinction and type out only the criteria that can be addressed in the written format. This is achieved by looking at command words , which are often the first word of each criterion. For example, criterion that use words like explain , analyse , compare and evaluate can be assessed in written work, whereas words like demonstrate , support and implement will primarily be assessed through other methods, such as observations.

Some assignments may cover multiple units, so you may find it beneficial to ask your tutor which assessment criteria they will be looking at when they come to assess your essay.

In my notetaking document, below the assessment criteria, I also type out the assignment in full. I find that by doing this, my mind begins to ‘join the dots’ between what the assignment is requesting and how it relates to the learning outcomes. I will also begin to mentally formulate a very rough outline for the essay.

Step 2: Initial research and note-taking

The next step is to begin researching the topic of the assignment.

My research usually begins online, with Google searches about the subject matter. However, care should taken to ensure that any sources you use are reputable. This means vetting each website you visit for expertise, authority and trustworthiness. Examples of good, reputable sources include:

• Government websites
• Government agencies (e.g. Skills for Care)
• Peer-reviewed research papers
• Published works authored by renowned experts in their field
• The World Health Organisation
• Industry journals

There is a lot of misinformation, prejudice and personal opinion on the World Wide Web that has no place in academic writing. Anyone can publish on the Internet so you must ensure your sources are suitable. If a website is not immediately  recognisable as reputable source of information, you may need to do a bit of digging to identify if it will be suitable. As an example, this website (DSDWEB.CO.UK) is NOT an appropriate source for citation. Although it contains a lot of useful information about health and social care qualifications, the guy who wrote it (me) is just a Care Manager who had a bit of time on their hands a few years ago!

When you find information that you believe will be useful to back up any points you will making in your essay, be sure to save the link and make a few notes about it. I usually copy the link at the top of the Internet browser and copy it into my notetaking document. I will also type out any points, facts or statistics that I think may be useful later on, along with their source.

3. Plan essay structure

Having determined what will be assessed in the essay and conducting a little research, I find that I start to form ideas in my mind about how the essay will be structured. I will begin to identify themes and topics that I want to address in my essay and arranging the assessment criteria into a logical flowing order.

At this point, I will open a new Word document to record how I would like to structure my essay. This Word document will eventually become my finished essay, but at this stage it will only contain a very rough layout.

I put the title of my essay at the top, followed by my name and the date.

Next I will write rough notes for each of my paragraphs, loosely based on the assignment details and assessment criteria that I typed out in my notetaking document. For the first two or three paragraphs, I simply write ‘ Intro duction’. I will also look at the assessment criteria to see if any criterion can be briefly answered in the Introduction. This is not always possible as many assessment criteria require several paragraphs to provide the required detail, however something like ‘ 1.1 Explain person-centred practice ‘ can be be addressed with just a few sentences.

I will then go through each of the assessment criteria, making quick notes about how I will answer them within the course of the essay, along with any associated references I could use from my research. If I feel that I do not have a good enough understanding of a topic, I will make a note that it requires further research. There will also be some criteria that link together well or are very similar in nature, which I will group together to be discussed together. An example would be ‘ 1.2 Identify challenges experienced by developing teams ‘ and ‘ 1.3 Identify challenges experienced by established teams ‘. These two criterion could be discussed simultaneously under the theme of ‘ challenges of teams’ .

After developing the rough structure for the essay, I often find myself reordering the paragraphs or themes so that they flow together better.

At the end, I will write ‘Conclusions’, however I do not tend to put anything else in here until the end as my views will not yet be fully formed.

Once this is done, I now have a rough outline for the essay, as well as an idea of areas that I may need to research further.

4. Introduction

Many people say to write your introduction at the end.

I prefer to write it at the start, so that it sets the purpose of of what I am writing, which helps me to focus on the direction of the essay writing itself.  Invariably, I will make changes to it throughout the essay and may even revise it completely at the end but at this point, it is useful to document what your essay is about and what you plan to achieve from writing it.

You may also want to use statistics from your research to back up the rationale behind your essay. For example, you may write:

Stress, depression and anxiety account for 44% of work-related ill-health cases and 54% of working days lost (HSE, 2019). Therefore, it is essential that care organisations have policies in place that protect the welfare of their employees. In this essay, I will be looking at my organisation’s existing Stress Management Policy and recommending improvements. Health & Safety Executive. (2019). Tackling work-related stress using the Management Standards approach. [online] Available at:  https://www.hse.gov.uk/pubns/wbk01.pdf  [Accessed 16 Jan. 2020].

5. Further research

In step 3, I will have usually identified gaps in my knowledge where further research is required, so I will now allocate some time into increasing me depth of knowledge in these areas.

Again, this usually starts with Google searches (paying close attention to whether the source is reliable) but sometimes, it may be necessary to purchase books or subscriptions to journals to get the requisite information. As my knowledge increases, I copy+paste, I make notes of facts that will support any arguments I plan to make in my essay, along with their source. I do this in my  notetaking document.

6. Write content

Having done the groundwork, I am now ready to write up the bulk of my essay. Using the paragraph layout I developed in step 3 along with the evidence I have gathered during my research, it is just a matter of revising the notes into properly structured sentences that flow naturally.

As I am writing I will often bring in my own reflections on my work practice as this is often something assessors will be looking for. For example, if I am working on ‘ 4.1 Describe ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care ‘, I may discuss a related situation that I have been directly involved with, how I managed it and what I would do differently if a similar situation arose in future.

I will also discuss times when I have put related theoretical knowledge into practice as part of my job role. For example, for ‘ 1.7 Compare methods of addressing conflict within a team ‘, I may write about my own experiences with using conflict resolution strategies.

When writing academically, there are a few rules that you should be aware of:

• Numbers should be written as words e.g. two, not 2
• Abbreviations and acronyms should only used when the full name has already been provided e.g. National Health Service (NHS). After it has been written out in full once, the abbreviation can be used in the rest of the essay
• Pictures diagrams and charts should included at the end of the essay as appendices and referenced withing the essay e.g. appendix 1, appendix 2 etc.
• Apostrophe words such as can’t , don’t , won’t should be replaced with cannot , does not , will not etc.

7. Write conclusions

With the majority of the essay complete, I now take some time to think about what I have learned and how this will affect my practice going forward.

For example, in my essay on Initial Assessments , I concluded that my inexperience resulted in me being a little naive and disappointed with some of the partners that I worked with.

As well as personal, experiential conclusions, it will also be necessary to conclude where your research has taken you and how it differs (or is the same as) your original viewpoints.

8. Citations and references

When you refer to information from other authors within your essay, this is known as a citation. You could use a direct quote (within speech marks “”) or paraphrase the author’s arguments in your own words. Citations are used to back up your own arguments and any facts that you use.

All citations must noted at the end of your essay in a ‘ references ‘ or ‘ bibliography ‘ section, in alphabetical order of author using the system dictated by your tutor or training provider. This will usually be the Harvard Referencing System but other systems such as the British Standard System may also be used.

9. Proof read

When you have done all this, it is imperative that you proof read your work for spelling, grammatical and factual errors. I usually leave it a couple of days after completing an essay before proof-reading with a fresh set of eyes. If you have someone in your family that could proof-read for you, this is also very useful as they pick up on things that you would usually overlook.

That’s it!

This is how I approach essay writing for Level 5 and I find that it works really well for me. However, that does not necessarily mean that it is the best way for you. You may find that you don’t need to do certain steps or want to flip around the order in which you do them. That’s fine. You should experiment to find the way that works best for you.

I hope this has been of some use to those starting out with their Level 5. If it has, please provide feedback using the red face in the bottom right-hand corner of your screen or email via [email protected] . Similarly, if you think this page could be improved, please let me know.

Good luck with your qualification 🙂

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OTHM Level 5 Diploma in Health and Social Care Management

Qualification Number: 610/1537/4

Entry requirements

English requirement, equivalences, qualification structure, duration and delivery, assessment and verification, progressions.

The objective of the OTHM Level 5 Diploma in Health and Social Care Management qualification is to equip learners with the underpinning knowledge, understanding and skills required for a career or further study in the health and social care sector at a managerial level. The programme enables learners to demonstrate their skills by producing evidence from their work or training activities.

The Level 5 units give learners the opportunity to progress in specific subject occupational areas. Learners will develop and enhance knowledge and skills in the areas of effective partnership working, managing the care of vulnerable individuals, team management, professional supervision practices, health education, promoting wellbeing and how to complete a research project on a relevant Health and Social Care topic.

Successful completion of this qualification will equip learners with industry-specific and practical skills, enabling them to apply their knowledge in the workplace, enhance their career prospects and allow progression to further study.

These qualifications are designed for learners who are typically aged 18 and above.

The entry profile for learners who wish to study this qualification is likely to include at least one of the following:

• Relevant Level 4 Diploma qualification or equivalent qualification
• GCE Advanced level in 3 subjects or equivalent qualification
• Mature learners (over 21) with relevant management experience (learners must check with the delivery centre regarding this experience prior to registering for the programme)

If a learner is not from a majority English-speaking country, they must provide evidence of English language competency. For more information visit the English Language Expectations page on the OTHM website .

OTHM qualifications at RQF Level 5 represent practical knowledge, skills, capabilities and competences that are assessed in academic terms as being equivalent to Foundation Degrees, Higher National Diploma (HND) and Year 2 of a three-year UK Bachelor's degree.

The OTHM Level 5 Diploma in Health and Social Care Management consists of 6 mandatory units for a combined total of 120 credits, 1200 hours Total Qualification Time (TQT) and 600 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

• Working in Partnership in Health and Social Care (20 credits)
• Managing the Safeguarding and Protection of Vulnerable Individuals (20 credits)
• Health Education and Promoting Wellbeing (20 credits)
• Team Management in Health and Social Care (20 credits)
• Professional Supervision Practice in Health and Social Care (20 credits)
• Research Methods in Health and Social Care (20 credits)

The qualification is designed to be delivered over one academic year for full-time study but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’ overall achievement has been arrived at.

Successful completion of the OTHM Level 5 Diploma in Health and Social Care Management qualification provides learners the opportunity for a wide range of academic progressions including progression to relevant OTHM Level 6 Diplomas.

The Level 5 Diploma in Health and Social Care Management has been developed with career progression and professional recognition in mind

As this qualification is approved and regulated by Ofqual (Office of the Qualifications and Examinations Regulation), learners are eligible to gain direct entry into Final year of a three-year UK Bachelor’s degree.

For more information visit University Progressions page.

Quality, Standards & Recognitions

By complying with our regulators and meeting university progression requirements we ensure the high-quality standards of all our qualifications and assessments.

The local and global recognition has enabled our graduates to enhance their employability skills as well as to join degree and master top-up programmes.

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Level 5 Diploma in Leadership and Management for Adult Care (RQF) (England)

For managers and senior practitioners

About the Level 5 Diploma in Leadership and Management for Adult Care (RQF) (England)

The Level 5 Leadership and Management in Adult Care Diploma is a comprehensive certificate designed to improve the skills of current and future managers in the adult social care sector. 

This diploma is an important stepping stone, allowing professionals to consolidate their previous experience and learning while also standardising their knowledge and competencies in care administration. 

Enrolment Anytime

Course Length

12-16 months.

Easy Payment Plans, Government Funded Loans

Blended Workplace, Remote Flexible Tutor/Assessor Support

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Government Funded Diploma

Please fill in the form below and a member of our team will be in contact with you to discuss your enquiry

What's provided during the course.

We provide you with lots of specialist resources to help you progress through the programme:

• Course task activities based on specific workplace requirements of your job
• Relevant resources including learner access to Quality Compliance Systems at a discounted rate which provides extensive operational policies, procedures, and tool kits to help you provide evidence of your understanding and knowledge and complete the workplace task activities
• Webinars and Workshops (both live and recorded) providing relevant tutorial support
• Access to resources and support via our social media channels
• Workplace observation assessment – This allows you to demonstrate your competency in performing workplace tasks and responsibilities
• One-to-one tutorial support provided remotely to you
• Access to tutors and assessors remotely Monday to Friday during office hours
• Access to our learning portal to view all your activities, access resources and monitor your progression

What career and progression opportunities are available to learners after completion?

The qualification can be used to support UK managers and senior practitioners who work in adult care.

After completion, the next step of progression is a health and social care or leadership/management degree, or other specialist qualification in the field of work.

Our Level 5 Diploma in Leadership and Management for Adult Care takes 12-16 months to complete.

The Level 5 Diploma in Leadership and Management for Adult Care is specifically designed for professionals who manage adult social care services, including the post of registered manager, which requires a thorough understanding and successful practice in leadership and management within adult care settings.

There are 23 units.

Yes, there is funding available through an Advanced Learner Loan. The course fee can also be paid using our easy payment plan, get in touch with our Skills Advisors to find out more.

Loan requirements:

• British Passport/ Birth certificate (online)
• EU settlement (Post)
• Outside EU (1/2 lifetime in UK) (Post)
• Job description (with header and logo of company/ responsibilities)
• Not above 3 loans
• Above 19 years old.

Above National Average

Employers recommend, learner satisfaction rate, registered managers enrolled.

Diploma Qualifications

Level 3 diploma in health and social care (rqf) (england), senior carers, carers in a supervisory position, 9-12 months, payment plans available, government funded loans, level 3 diploma for residential childcare (england), for carers, care assistants and support workers, level 4 diploma in health and social care (rqf), 12-15 months, level 5 diploma in leadership & management for residential childcare (england), for registered care managers and deputy care managers., ready to take the next step in your learning.

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Access Skills Ltd. Cobalt Square, 12th Floor, 83-85 Hagley Road, Birmingham, B16 8QG

Company Number: 06649072

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Welcome to Access Skills

We are a sector-leading health & social care training provider delivering leadership and management qualifications and training, induction training and practitioner qualifications. We support our employer clients nationally and can offer outstanding participation and achievement rates.

We are a Skills for Care Endorsed Provider with strong sector partnerships and the official training partner of the National Care Association.

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NPR fact-checked the Harris-Trump presidential debate. Here's what we found

Vice President and Democratic presidential candidate Kamala Harris and former President and Republican presidential candidate Donald Trump speak during a presidential debate. Saul Loeb/AFP via Getty Images hide caption

Vice President Harris and former President Donald Trump faced off Tuesday in their first — and possibly only — debate of the 2024 campaign, taking questions on key issues like the border, the economy and abortion.

With the candidates virtually tied in the polls, and just 55 days until Election Day, Trump and Harris sought to define their visions for America in front of a national audience and deflect attacks from the other side.

NPR reporters fact-checked the candidates' claims in real time . Here's what they found:

NPR's White House Correspondent Discusses The Debate | Morning Edition | NPR

TRUMP: "I had no inflation, virtually no inflation. They had the highest inflation, perhaps in the history of our country, because I've never seen a worse period of time. People can't go out and buy cereal or bacon or eggs or anything else."

Inflation soared to a four-decade high of 9.1% in 2022, according to the consumer price index. While inflation has since fallen to 2.9% (as of July), prices — particularly food prices — are still higher than many Americans would like.

Other countries have also faced high inflation in the wake of the pandemic, as tangled supply chains struggled to keep pace with surging demand. Russia’s invasion of Ukraine also fueled inflation by driving up energy and food prices worldwide.

Government spending in the U.S. under both the Biden-Harris administration and Trump also may have contributed, putting more money in people’s pockets and enabling them to keep spending in the face of high prices.

While high prices are a source of frustration for many Americans, the average worker has more buying power today than she did before the pandemic. Since February 2020 (just before the pandemic took hold in the U.S.), consumer prices have risen 21.6% while average wages have risen 23%.

Many prices were depressed early in the pandemic, however, so the comparison is less flattering if you start the clock when President Biden and Vice President Harris took office. Since early 2021, consumer prices have risen 19.6%, while average wages have risen 16.9%. Wage gains have been outpacing price increases for over a year, so that gap should eventually close.

— NPR economics correspondent Scott Horsley

2024 Election

Taylor swift endorses kamala harris in instagram post after the debate.

HARRIS: "Donald Trump left us the worst unemployment since the Great Depression."

At the height of the Great Depression in 1933, the national unemployment rate was near 25%, according to the Franklin D. Roosevelt Presidential Library.

At the start of the COVID pandemic, the unemployment rate peaked at 14.8% in April 2020, a level not seen since 1948, according to the Congressional Research Service.

But by the time Trump left office, unemployment had fallen to a lower, but still elevated, level. The January 2021 unemployment rate was 6.3%.

— NPR producer Lexie Schapitl

Immigration

TRUMP: "You see what's happening with towns throughout the United States. You look at Springfield, Ohio, you look at Aurora in Colorado. They are taking over the towns. They're taking over buildings. They're going in violently. These are the people that she and Biden let into our country, and they're destroying our country. They're dangerous. They're at the highest level of criminality, and we have to get them out."

Trump attacked Harris and Biden's records on immigration, arguing that they're failing to stem people from other countries from entering the U.S. and causing violence.

In the last two years, more than 40,000 Venezuelan immigrants have arrived in the Denver metro area. And it is true that many now live in Aurora.

A few weeks ago, a video of gang members in an Aurora, Colo., apartment building had right-wing media declaring the city's takeover by Venezuelan gangs. NPR looked into these claims .

Indian migrants drive surge in northern U.S. border crossings

Shortly after the video appeared, Colorado's Republican Party sent a fundraising letter claiming the state is under violent attack, and Venezuelan gangs have taken over Aurora.

It's also true Aurora police have recently arrested 10 members of a Venezuelan gang called Tren de Aragua. But Aurora's interim police chief, Heather Morris, says there's no evidence of a gang takeover of apartment buildings in her city.

What's more, violent crime — including murder, robbery and rape — is way down nationwide, according to the most recent data from the FBI . Notably, analysts predict violent crime rates this year will fall back down to where they were before they surged during the pandemic and may even approach a 50-year low.

Trump also claims that migrants are driving up crime rates in the U.S. That is not true. Researchers from Stanford University found that since the 1960s, immigrants have been 60% less likely to be incarcerated than people born in the U.S. The Cato Institute, a libertarian think tank, found undocumented immigrants in Texas were 37% less likely to be convicted of a crime.

— NPR immigration correspondent Jasmine Garsd and criminal justice reporter Meg Anderson

TRUMP: "In Springfield, they're eating the dogs. The people that came in, they're eating the cats. They're eating the pets of the people that live there."

This remark refers to a debunked, dehumanizing claim that Haitian migrants living in Springfield, Ohio, are abducting pets and eating them .

Untangling Disinformation

Jd vance spreads debunked claims about haitian immigrants eating pets.

The claim, which local police say is baseless, first circulated among far-right activists, local Republicans and neo-Nazis before being picked up by congressional leaders, vice presidential candidate JD Vance and others. A well-known advocate for the Haitian community says she received a wave of racist harassment after Vance shared the theory on social media.

The Springfield News-Sun reported that local police said that incidents of pets being stolen or eaten were "not something that's on our radar right now." The paper said the unsubstantiated claim seems to have started with a post in a Springfield Facebook group that was widely shared across social media.

The claim is the latest example of Trump leaning into anti-immigrant rhetoric. Since entering the political arena in 2015, Trump accused immigrants of being criminals, rapists, or "poisoning the blood of our nation."

— NPR immigration correspondent Jasmine Garsd

TRUMP: "A lot of these illegal immigrants coming in, [Democrats] are trying to get them to vote."

It is illegal for noncitizens to vote in federal elections, and there is no credible evidence that it has happened in significant numbers, or that there is an effort underway to illegally register undocumented immigrants to vote this election.

Voter registration forms require voters to sign an oath — under penalty of perjury — that they are U.S. citizens. If a noncitizen lies about their citizenship on a registration form and votes, they have created a paper trail of a crime that is punishable with jail time and deportation.

“The deterrent is incredibly strong,” David Becker, executive director of the Center for Election Innovation and Research, told NPR.

Illegal crossings hit Biden-era low as migrants wait longer for entry

Election officials routinely verify information on voter registration forms, which ask registrants for either a driver’s license number or the last four digits of Social Security numbers.

In 2016, the Brennan Center for Justice surveyed local election officials in 42 jurisdictions with high immigrant populations and found 30 cases of suspected noncitizens voting out of 23.5 million votes cast, or 0.0001%.

Georgia Secretary of State Brad Raffensperger launched an audit in 2022 that found fewer than 1,700 suspected noncitizens had attempted to register to vote over the past 25 years. None were able to vote.

— NPR disinformation reporter Jude Joffe-Block

TRUMP: "[Harris] was the border czar. Remember that she was the border czar."

Republicans have taken to calling Harris the "border czar" as a way to blame her for increased migration to the U.S. and what they see as border security policy failures of the Biden administration.

There is no actual "border czar" position. In 2021, President Biden tasked Harris with addressing the root causes of migration from Central America.

As Republicans attack Harris on immigration, here’s what her California record reveals

The "root causes strategy ... identifies, prioritizes, and coordinates actions to improve security, governance, human rights, and economic conditions in the region," the White House said in a statement. "It integrates various U.S. government tools, including diplomacy, foreign assistance, public diplomacy, and sanctions."

While Harris has been scrutinized on the right, immigration advocates have also criticized Harris, including for comments in 2021 where she warned prospective migrants, "Do not come."

TRUMP: "You could do abortions in the seventh month, the eighth month, the ninth month, and probably after birth."

As ABC News anchor Linsey Davis mentioned during her real-time fact check, there is no state where it is legal to kill a baby after birth (Trump called it "execution"). A report from KFF earlier this year also noted that abortions “after birth” are illegal in every state.

According to the Pew Research Center, the overwhelming majority of abortions — 93% — take place during the first trimester. Pew says 1% take place after 21 weeks. Most of those take place before 24 weeks, the approximate timeline for fetal viability, according to a report by KFF Health News.

Trump repeats the false claim that Democrats support abortion 'after birth' in debate

A separate analysis from KFF earlier this year noted that later abortions are expensive to obtain and offered by relatively few providers, and often occur because of medical complications or because patients face barriers earlier in their pregnancies.

“Nowhere in America is a woman carrying a pregnancy to term and asking for an abortion. That isn’t happening; it’s insulting to the women of America,” Harris said.

Harris also invoked religion in her response, arguing that “one does not have to abandon their faith” to agree that the government should not control reproductive health decisions.

As Davis also noted, Trump has offered mixed messages about abortion over the course of the campaign. He has bragged about his instrumental role in overturning Roe v. Wade , while appearing to backpedal on an issue that polling makes clear is a liability for Republicans.

— NPR political correspondent Sarah McCammon

Afghanistan

TRUMP: The U.S. withdrawal from Afghanistan "was one of the most incompetently handled situations anybody has ever seen."

Trump and Republicans in Congress say President Biden is to blame for the fall of Kabul to the Taliban three years ago, and the chaotic rush at the airport where 13 U.S. troops died in a suicide bomb attack that killed nearly 200 Afghan civilians trying to flee. Of late, Republicans have been emphasizing Harris’ role . But the Afghanistan war spanned four U.S. presidencies , and it's important to note that it was the Trump administration that signed a peace deal that was basically a quick exit plan.

Trump regularly claims there were no casualties in Afghanistan for 18 months under his administration, and it’s not true, according to Pentagon records.

— NPR veterans correspondent Quil Lawrence

Military policy

HARRIS: “There is not one member of the military who is in active duty in a combat zone in any war zone around the world for the first time this century.”

This is a common administration talking point, and it's technically true. But thousands of troops in Iraq and on the Syrian border are still in very dangerous terrain. U.S. troops died in Jordan in January on a base that keeps watch over the war with ISIS in Syria.

HARRIS: "I will not ban fracking. I have not banned fracking as vice president United States, and in fact, I was the tie-breaking vote on the inflation Reduction Act which opened new leases for fracking."

When she first ran for president in 2019, Harris had said she was firmly in favor of banning fracking — a stance she later abandoned when she joined President Biden’s campaign as his running mate.

In an interview with CNN last month, Harris attempted to explain why her position has changed from being against fracking to being in favor of it.

“What I have seen is that we can grow, and we can increase a clean energy economy without banning fracking,” Harris told CNN’s Dana Bash.

Harris says she won't ban fracking. What to know about the controversial topic

Under the Biden-Harris administration, the U.S. produced a record amount of oil last year — averaging 12.9 million barrels per day. That eclipsed the previous record of 12.3 million barrels per day, set under Trump in 2019. 2023 was also a record year for domestic production of natural gas . Much of the domestic boom in oil and gas production is the result of hydraulic fracturing or “fracking” techniques .

In addition to record oil and gas production, the Biden-Harris administration has also coincided with rapid growth of solar and wind power . Meanwhile, coal has declined as a source of electricity.

Health care

TRUMP: "I had a choice to make: Do I save [the Affordable Care Act] and make it as good as it can be, or do I let it rot? And I saved it."

During his presidency, Trump undermined the Affordable Care Act in many ways — for instance, by slashing funding for advertising and free "navigators" who help people sign up for a health insurance plan on HealthCare.gov. And rather than deciding to "save" the ACA, he tried hard to get Congress to repeal it, and failed. When pushed Tuesday on what health policy he would put in its place, he said he has "concepts of a plan."

Shots - Health News

Amid medicaid's 'unwinding,' many states work to expand health care access.

The Biden administration has reversed course from Trump's management of the Affordable Care Act. Increased subsidies have made premiums more affordable in the marketplaces, and enrollment has surged. The uninsurance rate has dropped to its lowest point ever during the Biden administration.

The Affordable Care Act was passed in 2010 and is entrenched in the health care system. Republicans successfully ran against Obamacare for about a decade, but it has faded as a campaign issue this year.

— NPR health policy correspondent Selena Simmons-Duffin