NCFE CACHE Level 5 Unit 16 Lead Person-Centred Practice in Adult Care (R/652/0146) Assignment Brief 2026

Unit 16 Lead Person-Centred Practice in Adult Care Assignment Brief

Learning outcomes and Assessment Criteria

The learner can:

1. Understand the principles and values of person-centred and outcomes-based practice

1.1 Describe the features, principles, drivers and values of:

• strength-based approaches
• co-production
• person-centred practice
• active participation
• outcomes-based practice

1.2 Consider the relationship between strength-based approaches, co-production and person-centred practice and their contribution to:

• outcomes-based practices
• the individual’s health and wellbeing, independence, choice and control

2. Understand the value of person-centred practice in partnership working to enabling individuals to achieve their desired outcomes

2.1 Analyse the role of partnerships, collaboration and co-production with individuals and others in enabling individuals to achieve their desired outcomes

2.2 Explain own service’s role in enabling individuals to build and maintain relationships and connections to their community

2.3 Describe how integrated service provision that crosses traditional boundaries achieves positive outcomes for individuals

3. Be able to lead practice to facilitate positive outcomes for individuals through person-centred practice

3.1 Develop and implement a plan to ensure team members have the training and development needed to support individuals in person-centred ways to achieve individuals’ desired outcomes

3.2 Support and develop team members to work in partnership with individuals and others to recognise and respond to individuals’ evolving strengths, needs and preferences

3.3 Support and develop others to apply person-centred approaches in complex situations to ensure positive outcomes for individuals and those important to them

3.4 Facilitate the development and review of individuals’ care and support ensuring individuals and others are actively involved and that plans and activities reflect individuals’ preferences, wishes, strengths and needs

3.5 Manage resources in ways that: support individuals to make choices about their health and wellbeing and achieve positive outcomes provide reasonable adjustments to enable individuals to access care and support

3.6 Implement systems and processes for recording:

identification, progress towards and achievement of individuals’ desired outcomes
the implementation of person-centred practice

4. Understand the role of relationships in promoting health and wellbeing

4.1 Analyse the importance of proactive approaches in supporting individuals to build and maintain relationships

4.2 Appraise how open, proactive cultures that support individuals’ rights to have the relationships they choose can reduce or minimise risks

4.3 Analyse the range and types of support an individual may need to maintain and build relationships, and when external services may be required

5. Be able to lead practice in recognising individuals’ relationships

5.1 Develop approaches that recognise individuals’ sexuality and relationship needs

5.2 Promote an open, proactive culture where individuals and others feel confident to discuss sexuality, relationships and protection

5.3 Ensure individuals and others have access to support, information and advice about relationships and sexuality

6. Understand positive risk-taking in the context of supporting individuals

6.1 Explain how positive risk-taking can contribute to the achievement of positive outcomes for individuals

6.2 Explain the impact of a risk-averse culture on person-centred practice and the wellbeing of individuals

6.3 Explain the considerations that need to be applied in the management of positive risk-taking

6.4 Explain how supporting others to balance risks and rights promotes person-centred practices

7. Be able to lead the implementation of practices, policies and procedures to manage risk and positive risk-taking

7.1 Lead a culture that recognises the benefits of positive risk-taking in person-centred practice and the wellbeing of individuals

7.2 Facilitate a person-centred approach in the management of risks

7.3 Evaluate own and others’ practice in leading a balanced approach to risk-taking

Range

1. Understand the principles and values of person-centred and outcomes-based practice

1.1 Strength-based approaches:

Also referred to as asset-based approaches. This approach focuses on individuals’ strengths, resources and what they are able to do themselves to keep well and maintain independence.

1.1 Co-production:

An equal relationship between individuals accessing a service and the people responsible for the service. They work together to decide the best way to design and deliver services and implement those decisions together. Co-production recognises that people who use social care services, (and their families), have knowledge and experiences that can be used to help make services better, not only for themselves but for other people who access social care.

1.1 Person-centred practice:

An approach that sees the individual accessing social care services as an equal partner in their care and support who is at the centre of all decisions relevant to them.

1.1 Active participation:

A way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

1.1 Outcomes-based practice:

An ‘outcome’ refers to individuals’ aims or objectives – the things individuals want to achieve or need to happen. Outcomes-based practice focuses on supporting individuals to achieve the outcomes most important to them and offers innovative approaches to enable this.

1.2 Individual:

A person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for.

1.2 Wellbeing:

Wellbeing is a broad concept relating to the following areas in particular:

• personal dignity
• physical and mental health
• emotional wellbeing
• protection from abuse and neglect
• control over day-to-day life (including control over care and support and the way it is provided)
• participation in work education or training
• participation in recreation
• social and economic wellbeing
• domestic, family and personal relationships

2. Understand the value of person-centred practice in partnership working to enabling individuals to achieve their desired outcomes

2.1 Partnerships:

Working with the individual, networks, communities, and other professionals and organisations.

2.1 Collaboration:

Working with other partners, understanding and prioritising their needs and establishing mutually beneficial and respectful relationships, whilst remaining focused on own desired outcomes, needs and agenda.

2.1 Others:

In this context, ‘others’ refers to everyone a worker is likely to come into contact with, including, but is not limited to:

• carers, loved ones, family or friends of those accessing care and support services
• colleagues and peers
• team members
• managers and supervisors
• professionals from other services
• visitors to the work setting
• members of the community
• volunteers

2.2 Relationships:

Learners should consider the range of relationships important to individuals they are supporting. Consideration should go beyond immediate family and next of kin, and may include partners/spouses, extended family, friends, pets, neighbours, people in the community and other professionals. Learners should consider intimacy, sexuality and sexual relationships.

2.2 Community:

Could include, but is not limited to how the individual is supported to engage with and access their local community, such as:

• social and recreational activities
• transport
• leisure services
• spiritual and cultural services and support
• hobbies
• education
• housing provision
• voluntary activities

2.3 Integrated service provision:

Joined-up, co-ordinated care and support that is planned and organised around the individual’s needs, preferences and aspirations. If focuses on early intervention and preventative care. Bringing together health, social care, housing, education and other community services.

5. Be able to lead practice in recognising individuals’ relationships

5.3 Support, information and advice:

Could include, but is not limited to:

• clinical services
• counselling and psychosexual services
• family support workers
• mental health services
• interpreting services
• advocacy services
• sexual assault and referral centres (SARCs)

6. Understand positive risk-taking in the context of supporting individuals

6.3 Considerations:

Could include, but not limited to:

• mental capacity
• safeguarding
• individuals’ rights
• duty of care
• Delivery and Assessment Guidance
• This unit must be assessed in line with Skills for Care and Development assessment principles guidance.
• This is a knowledge and skill-based unit. Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment.

Learning Outcomes 3, 5 and 7 are skill-based, and primary evidence throughout the qualification should include observation of direct practice in the workplace in person.

It is acknowledged that remote observations could be used in appropriate circumstances, as an approach to enrich, enhance and triangulate main direct observations which have been carried out. Remote observations should not be planned and used as the primary approach. Safe and reliable approaches to use of remote technologies in the assessment process must be agreed with NCFE prior to use. This should include how the privacy, dignity and confidentiality of any individual will be protected and robust evidence recording protocols.

Examples of evidence for the learner portfolio:

• care planning cycle
• coaching and mentoring activity
• continuous professional development (CPD)
• induction
• inspection reports and audits
• monitoring, recording and reporting healthcare outcomes
• networking activity
• partnership activity
• peer observation
• performance management
• policies and procedural development
• positive risk-taking
• quality improvement plans
• referrals
• risk assessment
• service user forums, meetings or surveys, comments and complaints
• statement of purpose
• supervision and appraisal
• systems and processes to promote active participation (for example, advocacy)
• training materials and resources
• workforce development plan
• values statement