Children, Young People and Families Manager in Children’s Residential Care

Current Status
Not Enrolled
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This apprenticeship is currently closed


As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team(s), your organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change. You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice


Behaviours are the mindset, attitudes and approaches required to learn new knowledge and apply new skills. There should be many opportunities in the workplace for you to develop the anticipated behaviours that are required as a Children, Young People and Families Manager. Remember, you will be judged on your behaviours at end-point-assessment (EPA). Review the following behaviours and start to work on developing and showcasing these at every opportunity.

These are the behaviours expected of all Children, Young People and Families Manager carrying out their role:

Care: Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice 

Compassion: Consideration and concern, combined with robust challenge and support 

Courage: Having honest conversations and encouraging practitioners to offer their own solutions to improving practice

Communication: Building relationships with practitioners, peers and partner organisations 

Competence: Knowing the business, knowing what good practice looks like in others and having a relentless focus on delivering improved outcomes

Commitment: Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD

Introduction to Children’s Social Care
SCIE News and Updates
Social Worker Resources and Toolkit

Your Role & Safeguarding

Everyone who works with children needs to understand how to recognise the signs and symptoms that could indicate a child is being abused, but also how to respond and make child protection referrals.

The government guidance Working Together to Safeguard Children (2018) and What to do if you’re worried a child is being abused (2015) provides a national framework for all agencies working with children to join in partnership to safeguard our children effectively. In addition to the Keeping children safe in education 2021 (

All childcare providers need to consider this guidance and implement robust safeguarding policies and procedures for their setting, which outline how to respond to and record concerns about children and vulnerable adults.

For further support and guidance on your role in Safeguarding in Residential Care, visit Safeguarding children (

Bookable Safeguarding Training (Book within 6/8 weeks of start)

Bookable Sexual Consent Training (Book within 10/12 weeks of start)

Bookable Functional Skills Sessions

RCC 5.1 Understand children and young people’s development in residential childcare

RCC 5.2 Understand support for children and young people who are vulnerable and disadvantaged

RCC 5.3 Lead and manage a team within a residential childcare setting

RCC 5.4 Lead practice to support the safeguarding and protection of children and young people in residential childcare

RCC 5.5 Lead practice for communication and information management in residential childcare settings

RCC 5.6 Manage risk in residential childcare

RCC 5.7 Lead and manage group living in residential childcare

RCC 5.8 Lead a service that can support children or young people who have experienced harm or abuse

RCC 5.9 Lead practice to achieve positive outcomes for children and young people in residential childcare

RCC 5.10 Implement a Positive Relationship Policy in Residential Childcare

RCC 5.11 Lead practice to support the well-being and resilience of children and young people in residential childcare

RCC 5.12 Lead practice in safe use of digital, internet and mobile technology with children and young people

RCC 5.13 Undertake professional development in residential childcare settings

RCC 5.14 Lead practice to promote the rights, diversity and equality of children and young people in residential childcare

RCC 5.15 Lead networks and multi-agency work to benefit children and young people in residential childcare

RCC 5.17 Lead practice to support young people leaving care (Optional)

RCC 5.18 Understand the context of residential childcare for children and young people with complex disabilities or conditions (Optional)

RCC 5.20 Support others to understand models of disability and their effects on working practice with children and young people (Optional)

RCC 3.17 Understand the care system and its impact on children and young people (Optional)

RCC 3.18 Understand the youth justice system as it relates to residential childcare (Optional)

CCLD OP5.25 Undertake a research project within services for children and young people (Optional)

Added Value, Stretch and Challenge and Professional Development

End Point Preparatory Assessment and Predicted Grades