How long does the City & Guilds Level 5 EPA take to complete?

The EPA typically takes around 3-4 months from gateway to final result. The situational judgement test is scheduled first, followed by the work-based project (which you have up to 3 months to complete), and finally the professional discussion. Your assessor will provide a timeline, but you should plan for each component carefully to avoid delays.

What happens if I fail one component of the EPA?

You can retake individual components that you fail, but you must do so within 6 months of the original assessment. There is no limit on the number of retakes, but your training provider may charge a fee. It's important to use the feedback from your assessor to improve before retaking. Note that you cannot retake a component if you have already passed it.

Do I need to have a portfolio for the professional discussion?

Yes, the professional discussion is underpinned by a portfolio of evidence that you compile during your apprenticeship. This portfolio should contain examples of your work, such as care plans, risk assessments, supervision records, and feedback. You will refer to this portfolio during the discussion to support your answers, so ensure it is well-organised and annotated.

Can I use the same project for the work-based project and the portfolio?

Yes, you can use evidence from your work-based project in your portfolio, but the project itself is a separate component. The portfolio should cover a range of activities across the standard, not just the project. However, the project can be a key piece of evidence for leadership and quality improvement criteria.

What is the pass mark for the situational judgement test?

The situational judgement test is marked against a set of correct answers determined by City & Guilds. There is no fixed percentage pass mark; instead, your responses are compared to a benchmark. You need to demonstrate consistent application of good judgement across the scenarios. Practising with sample questions can help you understand the expected responses.

How is the work-based project assessed?

The work-based project is assessed through a written report (typically 3,000-4,000 words) and a presentation to your assessor. The report must outline the change you led, the rationale, the process, the outcomes, and your reflection. The presentation allows you to summarise key points and answer questions. Your assessor will look for evidence of your leadership, problem-solving, and impact on quality.

City & Guilds Level 5 End-point Assessment for Leader in Adult Care

CITY-AND-GUILDS-LIMITED

vocational

This component focuses on the essential knowledge and skills required to lead and manage an adult care service effectively. It integrates principles of person-centred practice, regulatory compliance, and professional development to ensure high-quality, safe care delivery that respects dignity, autonomy, and rights. Learners demonstrate their ability to apply these principles in complex, real-world scenarios, making evidence-based decisions and leading teams to achieve positive outcomes for individuals.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Topic Overview

The City & Guilds Level 5 End-point Assessment (EPA) for Leader in Adult Care is the final stage of the apprenticeship standard for those in senior care roles. It assesses your ability to lead and manage care services, ensuring person-centred care, regulatory compliance, and effective team leadership. This EPA is crucial because it validates your competence as a leader in adult care, demonstrating that you can drive quality improvement, safeguard vulnerable adults, and manage resources efficiently.

The assessment comprises three components: a situational judgement test, a professional discussion underpinned by a portfolio of evidence, and a work-based project. The situational judgement test evaluates your decision-making in real-world scenarios. The professional discussion explores your leadership style, values, and application of legislation. The work-based project requires you to implement a change initiative that improves outcomes for individuals or the service. Together, these components test your ability to integrate theoretical knowledge with practical leadership skills.

This EPA fits into the wider Health and Social Care sector by ensuring that leaders are equipped to meet the challenges of an ageing population, regulatory pressures (e.g., CQC inspections), and evolving best practices. Mastery of this assessment demonstrates that you can uphold the principles of the Care Act 2014, the Health and Social Care Act 2008, and the Mental Capacity Act 2005, while fostering a culture of continuous improvement and person-centred care.

Key Concepts

Core ideas you must understand for this topic

→Person-centred leadership: Putting the individual at the heart of care planning and service delivery, ensuring their preferences, dignity, and independence are respected.
→Regulatory compliance: Understanding and applying key legislation such as the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, CQC fundamental standards, and the Care Act 2014.
→Safeguarding: Implementing policies to protect adults at risk, including recognising signs of abuse, following local safeguarding procedures, and promoting a zero-tolerance culture.
→Quality improvement: Using tools like PDSA cycles, audits, and feedback mechanisms to drive continuous improvement in care outcomes and service efficiency.
→Leadership styles and team development: Adapting your leadership approach (e.g., transformational, situational) to motivate staff, manage conflict, and support professional development.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for clearly linking leadership actions to specific regulatory standards (e.g., CQC requirements).
Credit depth of analysis when evaluating the balance between risk enablement and safeguarding responsibilities.
Expect evidence of how reflective practice has informed tangible improvements in care delivery or team performance.
Look for concrete examples of stakeholder collaboration (individuals, families, professionals) in decision-making processes.
Reward demonstration of critical self-evaluation and identification of own learning needs in professional development plans.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for clearly linking leadership actions to specific regulatory standards (e.g., CQC requirements).
Credit depth of analysis when evaluating the balance between risk enablement and safeguarding responsibilities.
Expect evidence of how reflective practice has informed tangible improvements in care delivery or team performance.
Look for concrete examples of stakeholder collaboration (individuals, families, professionals) in decision-making processes.
Reward demonstration of critical self-evaluation and identification of own learning needs in professional development plans.

Assessment Guidance

Guidance for achieving higher grades

💡Integrate real workplace examples to demonstrate authentic application of core leadership principles.
💡Use a reflective model (e.g., Gibbs, Kolb) to structure evidence of learning from experiences and feedback.
💡Map your evidence against the EPA assessment plan criteria explicitly to ensure full coverage.
💡Prepare for professional discussion by anticipating prompts on how you handle conflicting priorities and ethical challenges.
💡In written submissions, adopt a critical, evaluative tone rather than purely descriptive to showcase higher-order thinking.
💡In the professional discussion, use the STAR method (Situation, Task, Action, Result) to structure your answers. This ensures you cover what you did, why, and the outcome, linking it to the standard.
💡For the work-based project, choose a change that you can clearly evidence with data (e.g., reduced incidents, improved satisfaction scores). Show how you involved your team and stakeholders, and reflect on what you learned.
💡In the situational judgement test, read each scenario carefully and consider the legal and ethical implications. Prioritise the individual's safety and well-being, then think about organisational policies and team dynamics.

Common Mistakes

Common errors to avoid in your coursework

Describing duties rather than analysing leadership impact on service quality and outcomes.
Failing to address tension between autonomy and protection, offering simplistic solutions to complex dilemmas.
Providing generic evidence of CPD without linking it directly to improved leadership practice or service user experience.
Neglecting to reference specific legislation or inspection frameworks when discussing compliance.
Overlooking the importance of co-production with individuals and carers in care planning and service design.
Misconception: The EPA is just a test of knowledge. Correction: It assesses your ability to apply knowledge in practice. You must provide specific examples from your work, not just theoretical answers.
Misconception: The portfolio is just a collection of documents. Correction: The portfolio is a curated evidence base that demonstrates your competence against the apprenticeship standard. Each piece must be annotated to show how it meets the criteria.
Misconception: The work-based project must be a large-scale change. Correction: It should be a manageable improvement that you have led, such as introducing a new communication tool or revising a care plan template. The focus is on your leadership and impact, not the scale.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Completion of the Level 5 Leader in Adult Care apprenticeship standard, including all on-programme learning and the required 20% off-the-job training.
•A solid understanding of the Care Act 2014, the Mental Capacity Act 2005, and the Health and Social Care Act 2008, as these underpin all leadership decisions.
•Experience in leading a team or service, including managing performance, conducting supervisions, and handling complaints or incidents.

Key Terminology

Essential terms to know

Person-centred care leadership
Safeguarding and duty of care
Regulatory and legal compliance
Effective team management
Continuous professional development
Quality improvement and governance

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City & Guilds Level 5 End-point Assessment for Leader in Adult Care

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

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Common Mistakes in City & Guilds Level 5 End-point Assessment for Leader in Adult Care

Key Marking Points

City & Guilds Level 5 End-point Assessment for Leader in Adult Care

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

How long does the City & Guilds Level 5 EPA take to complete?

What happens if I fail one component of the EPA?

Do I need to have a portfolio for the professional discussion?

Can I use the same project for the work-based project and the portfolio?

What is the pass mark for the situational judgement test?

How is the work-based project assessed?

Before You Start

Key Terminology

Ready to learn?

Related Topics in CITY-AND-GUILDS-LIMITED vocational Health & Social Care

City & Guilds Level 2 End-point Assessment for Adult Care Worker

City & Guilds Level 3 End-point Assessment for Lead Adult Care Worker

City & Guilds Level 4 End-point assessment for Lead Practitioner in Adult Care