Lead and manage end of life care services — City and Guilds of London Institute National Vocational Qualification Health & Social Care Revision

    This subtopic equips learners to lead and manage high-quality end of life care services for children and young people, integrating current legislation such

    Topic Synopsis

    This subtopic equips learners to lead and manage high-quality end of life care services for children and young people, integrating current legislation such as the Mental Capacity Act and local palliative care policies. It focuses on applying theoretical models like the hospice philosophy and stages of grief to design responsive services, while building robust multi-agency relationships and supporting staff through supervision and training. The element also emphasises continuous quality improvement through service evaluation, audit, and incorporating the voices of children, families, and carers.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Lead and manage end of life care services

    CITY AND GUILDS OF LONDON INSTITUTE
    vocational

    This subtopic equips learners to lead and manage high-quality end of life care services for children and young people, integrating current legislation such as the Mental Capacity Act and local palliative care policies. It focuses on applying theoretical models like the hospice philosophy and stages of grief to design responsive services, while building robust multi-agency relationships and supporting staff through supervision and training. The element also emphasises continuous quality improvement through service evaluation, audit, and incorporating the voices of children, families, and carers.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    City & Guilds Level 5 Diploma in Leadership for Health and Social Care Services (Children and Young People's Residential Management) Wales

    Topic Overview

    This module focuses on the leadership and management of residential services for children and young people in Wales, aligning with the Social Services and Well-being (Wales) Act 2014 and the National Minimum Standards for Children’s Homes in Wales. It covers strategic leadership, regulatory compliance, and person-centred care within a residential setting, emphasising the unique legislative and policy context of Wales, including the Rights of Children and Young Persons (Wales) Measure 2011 and the Well-being of Future Generations (Wales) Act 2015.

    Students will explore how to lead teams to deliver high-quality, rights-based care that promotes the well-being and development of looked-after children. Key areas include managing safeguarding, implementing the Children’s Homes Regulations (Wales) 2002, and fostering a culture of continuous improvement. This module is critical for those aspiring to become registered managers of children’s homes in Wales, as it directly addresses the regulatory requirements set by Care Inspectorate Wales (CIW) and Social Care Wales.

    The content integrates theoretical leadership models with practical application in residential childcare. It prepares students to handle complex challenges such as managing behaviour, supporting care leavers, and ensuring staff are trained in trauma-informed practice. By the end, students should be able to critically evaluate their own leadership style and its impact on outcomes for children and young people.

    Key Concepts

    Core ideas you must understand for this topic

    • →Rights-based practice: Understanding and implementing the UNCRC and the Rights of Children and Young Persons (Wales) Measure 2011 in daily residential care.
    • →Regulatory compliance: Knowledge of the Children’s Homes Regulations (Wales) 2002, National Minimum Standards, and the role of CIW in inspection and registration.
    • →Person-centred leadership: Applying the principles of the Social Services and Well-being (Wales) Act 2014 to ensure care is tailored to each child’s needs, wishes, and outcomes.
    • →Trauma-informed care: Leading teams to use approaches like PACE (Playfulness, Acceptance, Curiosity, Empathy) to support children who have experienced trauma.
    • →Quality assurance: Using tools such as audits, supervision, and reflective practice to maintain and improve service standards.

    Learning Objectives

    What you need to know and understand

    • Be able to apply current legislation and policy in end of life care in order to develop end of life services, Understand current theory and practice underpinning end of life care, Be able to lead and manage effective end of life care services, Be able to establish and maintain key relationships to lead and manage end of life care, Be able to support staff and others in the delivery of excellence in the end of life care service, Be able to continuously improve the quality of the end of life care service

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating detailed knowledge of relevant legislation, including the Children Act 1989/2004, Mental Capacity Act 2005, and local end of life care policies, and explaining how they shape service development.
    • Award credit for evidencing the application of theoretical frameworks such as Kübler-Ross’s stages of loss, the integrated care pathway, or a strengths-based approach in designing and delivering care.
    • Award credit for showing effective leadership in establishing and sustaining collaborative partnerships with external agencies like hospices, social services, and spiritual care providers.
    • Award credit for presenting a clear staff support strategy, including regular supervision, debriefing sessions, and access to emotional support resources, to promote excellence in care delivery.
    • Award credit for implementing a quality improvement cycle, such as Plan-Do-Study-Act (PDSA), using feedback from families and outcome measures to enhance service quality.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When evidencing leadership, use specific examples of service development, such as implementing a new bereavement support pathway, and link to relevant legislation and policy.
    • 💡Demonstrate partnership working by providing minutes of multi-agency meetings or joint care plans that illustrate effective collaboration.
    • 💡For continuous improvement, include data from audits, surveys, or feedback forms, and show how you used the findings to make measurable changes.
    • 💡Support claims with reflective accounts that critically evaluate your own practice and its impact on children, families, and the team.
    • 💡Always refer to specific Welsh legislation and policy in your answers, such as the Social Services and Well-being (Wales) Act 2014 or the National Minimum Standards. Generic UK-wide references will lose marks.
    • 💡Use real-world examples from your own practice or case studies to illustrate how you apply leadership theories. Examiners look for evidence of critical reflection and application, not just description.
    • 💡When discussing safeguarding, link your answer to the Wales Safeguarding Procedures and the role of the Designated Safeguarding Person. Show you understand the multi-agency context in Wales.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing palliative care with end of life care, leading to late or inadequate referrals to specialist services.
    • Failing to involve children and families in advance care planning, resulting in decisions that do not reflect the individual’s preferences and values.
    • Neglecting the emotional and psychological support needs of staff, which can lead to burnout and reduced quality of care.
    • Overlooking cultural, spiritual, or religious needs in care plans, which can cause distress and dissatisfaction.
    • Misconception: The Children’s Homes Regulations are the same across the UK. Correction: Wales has its own specific regulations (2002) and standards, which differ from England’s. Students must focus on Welsh legislation and CIW guidance.
    • Misconception: Leadership in residential care is just about managing staff. Correction: Effective leadership also involves direct engagement with children, modelling positive relationships, and advocating for their rights within the wider system.
    • Misconception: The Well-being of Future Generations Act does not apply to children’s homes. Correction: This Act applies to all public bodies in Wales, including residential services, and requires leaders to consider long-term impacts on children’s well-being.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Understanding of the Social Services and Well-being (Wales) Act 2014 and its key principles, especially voice and control.
    • •Basic knowledge of child development and attachment theory, as these underpin trauma-informed practice in residential care.
    • •Familiarity with the roles of Care Inspectorate Wales (CIW) and Social Care Wales.

    Key Terminology

    Essential terms to know

    • Be able to apply current legislation and policy in end of life care in order to develop end of life services, Understand current theory and practice underpinning end of life care, Be able to lead and manage effective end of life care services, Be able to establish and maintain key relationships to lead and manage end of life care, Be able to support staff and others in the delivery of excellence in the end of life care service, Be able to continuously improve the quality of the end of life care service

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