A team leader/supervisor is a first line management role, with operational/project responsibilities or responsibility for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role

An Infrastructure Technician provides support to internal and external customers, helping them to be productive when using technology to do their own jobs, by using tools to problem solve and trouble shoot non routine problems. The Infrastructure Technician sets people up on systems and provides support when they need it, rectifying issues to
maintain the organisations productivity.

A Leader in Adult Care has responsibility for managing community or residential based services. This role has a large element of leadership, whether with other care workers and networks or in leading the service itself. A successful apprentice will have met all the requirements. They have a responsibility to ensure the service is safe, effective, caring, responsive to people’s needs and well-led. They may be a registered manager of a service, unit, deputy or assistant manager. They will be responsible for ensuring regulatory compliance of the care given and the values and training of staff with established standards and regulations

he Lead Practitioner in Adult Care will guide and inspire team members to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will have achieved a level of self-development to be recognised as a lead practitioner within the care team, contributing to, promoting and sustaining a values-based culture at an operational level. A Lead Practitioner has a greater depth of knowledge and expertise of particular conditions being experienced by the user of services. They will have specialist skills and knowledge in their area of responsibilities which will allow them to lead in areas such as care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology. They will be a coach and mentor to others and will have a role in assessing performance and quality of care delivery. Lead Practitioners in Adult Care may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. As well as covering Lead Practitioners in Adult Care this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home.

As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workerswill in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy and accountability means leading and supporting others to comply with expected standards and behaviours. Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings. As well as covering Lead Adult Care Workers this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home

To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This standard covers both Adult Care Workers and Personal Assistants. Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities.

This apprenticeship is made up of qualifications and learning that will provide apprentices with the skills and knowledge required to become competent in their chosen job role.The framework includes a balance of content in technical, business and interpersonal areas, designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles. The technical content includes units for Software Development, Web Development, Technical Support, Telecommunications and Databases. In addition to generic units, the apprenticeship contains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware and CompTIA.

This apprenticeship is made up of qualifications and learning that will provide apprentices with the skills and knowledge required to become competent in their chosen job role.The framework includes a balance of content in technical, business and interpersonal areas, designed to ensure apprentices have an appropriate set of skills to operate in today’s IT &Telecoms job roles. The technical content includes units for Software Development, Web Development, Technical Support, Telecommunications and Databases. In addition to generic units, the apprenticeship contains 'vendor' and industry recognised content from Microsoft, Cisco, Oracle, VM Ware and CompTIA.

This framework provides the apprentice with the competence, skills and knowledge to work effectively and efficiently with IT systems, communication and productivity tools and software applications. This includes the creation and amendment of many types of formatted information including documents, diagrams, spreadsheets and presentations. It also includes maintaining simple websites, using the internet to find and exchange information and using social media to disseminate information

This framework provides the apprentice with the competence, skills and knowledge to work effectively and efficiently with IT systems, communication and productivity tools and software applications. This includes the creation and amendment of many types of formatted information including documents, diagrams, spreadsheets and presentations. It also includes maintaining simple websites, using the internet to find and exchange information and using social media to disseminate information

Early Years Educators, and other job roles such as nursery nurse and childminders, are highly trained professionals who play a key role in ensuring that young children learn and develop well and are kept healthy and safe. They work in a range of settings including full day care, children’s centres, pre schools, reception classes and as childminders. They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by Government for the learning, development and care of children from birth to 5 years old.

The Intermediate Level Apprenticeship for Supporting Teaching and Learning in Schools is designed for learning support staff whose responsibilities at work are closely supervised. They will be working under the direction of the class teacher whose lesson planning and day-to-day direction set the framework within which the individual works. Job titles include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant

The Advanced Level Apprenticeship is designed for learning support staff with a working role which requires competence in a specialist area and/or across a varied range of responsibilities. They will be working under the direction of a teacher who has overall responsibility for teaching and learning in the classroom. They will contribute to planning, implementing and
evaluating learning activities and will work alongside the teacher to support whole class activities, as well as working on their own with individual, or groups of, pupils. Job titles may include: teaching assistant; classroom assistant; learning support assistant; additional needs assistant; pastoral/welfare support assistant; bilingual support assistant; foundation stage assistant; learning guide; learning coach; induction mentor; team leader.

Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities. Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development

This framework is desgined for staff who deliver operational youth and community support work in local and area projects. Youth and Community Support Workers will receive strategic leadership and operational guidance from Professional Youth and Community Workers. This pathway has been designed as a nationally recognised training programme that offers a
route of entry into the Youth Work sector in England. It is appropriate for those working or looking to work in the private, public or voluntary and community sector. The pathway requires the successful completion of a number of components, including a nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective employee in the Youth Work sector

This framework is desgined for those in an assisting role, undertaking duties under direction and where independent action will be limited. Example duties may include helping to run arts-based activities, community / environmental projects, residential or sporting activities. The pathway requires the successful completion of a number of components, including a
nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role and to
be able to operate as an effective employee in the Youth Work sector.

The primary role of a Cyber Intrusion Analyst is to detect breaches in network security for escalation to incident response or other determined function. An Intrusion Analyst will typically use a range of automated tools to monitor networks in real time, will understand and interpret the alerts that are automatically generated by those tools, including integrating and correlating information from a variety of sources and in different forms and where necessary seek additional information to inform the Analyst’s judgement on whether or not the alert represents a security breach.

When an Analyst has decided that a security breach has been detected, he or she will escalate to an incident response team, or other determined action, providing both notification of the breach and evidence with reasoning that supports the judgement that a breach has occurred. An Analyst will typically work as part of a team (or may lead a team) and will interact with external stakeholders, including customers and third party sources of threat and vulnerability intelligence and advice. Typical job roles include: Secure Operations Centre (SOC) Analyst, Intrusion Analyst, Network Intrusion Analyst, Incident Response Centre (IRC) Analyst, Network Operations Centre (NOC) Security Analyst

Business administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors. This includes small and large businesses alike; from the public sector, private sector and charitable sector. The role may involve working independently or as part of a team and will involve developing, implementing, maintaining and improving administrative services. Business administrators develop key skills and behaviours to support their own progression towards management responsibilities.

The responsibilities of the role are to support and engage with different parts of the organisation and interact with internal or external customers. With a focus on adding value, the role of business administrator contributes to the efficiency of an organisation, through support of functional areas, working across teams and resolving issues as requested. The flexibility and responsiveness required allows the apprentice to develop a wide range of skills.

The business administrator is expected to deliver their responsibilities efficiently and with integrity – showing a positive attitude. The role involves demonstrating strong communication skills (both written and verbal) and adopting a proactive approach to developing skills. The business administrator is also expected to show initiative, managing priorities and own time, problem-solving skills, decision- making and the potential for people management responsibilities through mentoring or coaching others.

The role of a customer service practitioner is to deliver high quality products and services to the customers of their organisation. Your core responsibility will be to provide a high quality service to customers which will be delivered from the workplace, digitally, or through going out into the customer’s own locality.

These may be one-off or routine contacts and include dealing with orders, payments, offering advice, guidance and support, meet-and- greet, sales, fixing problems, after care, service recovery or gaining insight through measuring customer satisfaction. You may be the first point of contact and work in any sector or organisation type.

Your actions will influence the customer experience and their satisfaction with your organisation. You will demonstrate excellent customer service skills and behaviours as well as product and/or service knowledge when delivering to your customers. You provide service in line with the organisation’s customer service standards and strategy and within appropriate regulatory requirements. Your customer interactions may cover a wide range of situations and can include; face-to-face, telephone, post, email, text and social media.

The primary role of a Cyber Security Technologist is to apply an understanding of cyber threats, hazards, risks, controls, measures and mitigations to protect organisations systems and people.Those focused on the technical side work on areas such as security design & architecture, security testing, investigations & response. Those focussed on the risk analysis side focus on areas such as operations, risk, governance & compliance.

Whether focussed on the technical or risk analysis side, all people in this occupation work to achieve required security outcomes in a legal and regulatory context in all parts of the economy. They develop and apply practical knowledge of information security to deliver solutions that fulfil an organisation’s requirements. Typical job roles include: Cyber Operations Manager, Security Architect, Penetration Tester, Security Analyst, Risk Analyst, Intelligence Researcher, Security Sales Engineer, Cyber Security Specialist, Information Security Analyst, Governance & Compliance Analyst, Information Security Assurance & Threat Analyst, Forensics & Incident Response Analyst, Security Engineer, Information Security Auditor, Security Administrator, Information Security Officer.

The primary role of a Data Analyst is to collect, organise and study data to provide business insight. Data analysts are typically involved with managing, cleansing, abstracting and aggregating data, and conducting a range of analytical studies on that data. They work across a variety of projects, providing technical data solutions to a range of stakeholders/customers issues. They document and report the results of data analysis activities making recommendations to improve business performance. They have a good understanding of data structures, database systems and procedures and the range of analytical tools used to undertake a range of different types of analyses

Qualified support staff will have an in-depth understanding of the knowledge and skills required when working directly with children or young people in primary, secondary or special schools. This will involve getting the classroom ready for lessons and clearing away afterwards, listening to children read or reading to them, helping children who need extra support, helping teachers prepare materials that match development needs, supervising group activities, including outings and sports events, helping teachers manage class behaviour, looking after children who are upset or unwell and leading classes with help from the teacher.

School Business Professionals (SBPs) perform a role which is unique to schools, administering and managing the financial, site and support services within the school context. They provide essential support to school leadership teams, implementing their financial and business decisions.

SBPs may work in any school phase (primary, secondary, special) and in different school structures: single academy trusts, multi academy trusts (MATs), local authority maintained schools and federations, etc. Consequently, they can work in very different settings with varying numbers of people that they report to including the headteacher or School Business Director (SBD). Within this context, SBPs have a shared number of roles which shape their day-to-day activity to make this a homogeneous role in schools.

Understand what continuous improvement means in a service environment and how your recommendations for change impact your organisation Understand the impact your service provision has on the wider organisation and the value it adds Understand your organisation’s current business strategy in relation to customers and make recommendations for its future

Coaching and assessing vocational learners, usually on a one-to-one basis, in a range of learning environments. They may, for example, coach and assess apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, commensurate with their own level of experience and qualifications,