Unit 7 Supervising Others in Adult Care (L/652/0126) Assignment Brief 2026

Unit 7 Supervising Others in Adult Care Assignment Brief

Learning outcomes and Assessment Criteria

The learner can:

1. Understand the purpose of professional supervision in adult care settings

1.1 Explain how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care

1.2 Discuss the principles, scope and purpose of professional supervision in adult care

2. Understand the process and practice of supervision and performance management

2.1 Discuss different supervision activities and processes that can be used in adult care

2.2 Explain how supervision should be used to support and protect:

• the supervisor
• the supervisee
• individuals, families and carers
• the organisation

2.3 Explain how external and internal factors influence practice and can be used within professional supervision objectives

2.4 Explain why the supervisee’s wellbeing should be included in effective supervision and how to enable and promote this through supportive practices

2.5 Explain how supervision can be used alongside appraisal and professional development processes to:

• develop, improve and enhance performance of the supervisee
• support aspirations of the supervisee

2.6 Discuss factors that can result in a power imbalance during supervision and how to address them

2.7 Analyse ways to address challenges arising during professional supervision

3. Be able to provide regular professional supervision

3.1 Establish understanding and agreement with the supervisee in relation to:

• the purpose, frequency and location of supervision activities
• actions to be taken in preparation for supervision
• sources of data and evidence that can be used to inform supervision
• confidentiality, boundaries, roles and accountability

3.2 Analyse information from a range of sources and perspectives to build an evidence-based understanding of the supervisee’s performance

3.3 Support the supervisee to review their own wellbeing and the range of strategies and support available to them

3.4 Support supervisee to reflect on and explore methods of addressing different situations in their work

3.5 Provide constructive feedback to the supervisee that can be used to improve and develop performance

3.6 Support supervisee to identify, plan and achieve own learning and professional development needs and goals

3.7 Agree, review and revise targets to meet objectives of the work setting and individual professional development goals and objectives of the supervisee

3.8 Support supervisee to reflect on their practice and professional development goals

3.9 Record and store outcomes of supervision activities in line with agreed ways of working

3.10 Adapt own approaches to professional supervision in response to feedback from supervisees and others

Range

1. Understand the purpose of professional supervision in adult care settings

1.1 Legislation:

Should include regulations where appropriate.

2. Understand the process and practice of supervision and performance management

2.1 Supervision activities and processes:

Must include formal and informal ways supervision can be planned and provided in the environment, for example:

• group
• individual
• team observations of competencies
• validating knowledge
• shadowing activities
• induction and learning processes
• clinical supervision

2.3 External and internal factors:
External factors could include, but are not limited to:

• updated national policy or local procedures
• emerging best practice
• societal movements and campaigns

Internal factors could include, but are not limited to:

• lessons learned/learning reviews
• concerns or complaints
• skills development/training
• emerging needs of individuals accessing services

2.4 Wellbeing:
A broad concept referring to a person’s quality of life, considering health, happiness and comfort. In this context, it relates to the wellbeing of the supervisee, in particular mental health, and may also involve aspects of social, emotional, cultural, spiritual, intellectual, economic and physical wellbeing.

2.5 Professional development processes:

Could include, but are not limited to:

• personal development plans
• learning logs
• training and supporting the learner including embedding the Care Workforce Pathway

3. Be able to provide regular professional supervision

3.3 Strategies:

Must include strategies that enable the worker to maintain their wellbeing as well as strategies to implement if indicators of deterioration are recognised. Strategies could also include those that are personal to the worker.

3.3 Support:

Must include offers available inside and outside the workplace, for example:

• internal:

• supervision
• employee assistance scheme
• mentor or buddying systems

• external:

• self-help tools
• apps and websites
• local groups and networks

3.4 Different situations:
Could include challenges the supervisee or team face in their work.

3.7 Objectives of the work setting:

Must include the range of skills required to meet people’s needs.

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 Outcome 3 is 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:

• 360° approach
• coaching and mentoring activity
• continuous professional development (CPD)
• induction
• inspection and audit reports
• learning and development
• models and tools for performance management
• peer observation
• performance management
• performance outcome measures
• personal development plans
• policy and procedural development
• quality improvement plans
• self-evaluation cycle
• self-assessment reports
• strategic development plan
• supervision and appraisal
• team meeting
• workforce development plan

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