ProQual Level 3 Certificate in Healthcare and Social Care Support Skills
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is a nationally recognized, Ofqual-regulated qualification designed to enhance the knowledge, skills, and confidence of individuals working in the healthcare and social care sectors. This course provides a solid foundation in essential care practices, communication, safeguarding, and person-centred support, making it ideal for those in frontline care roles or looking to advance their careers.
This qualification is fully assignment-based and tailored to reflect real-world care settings, allowing learners to apply their knowledge directly in their roles. Whether you’re working in residential care, domiciliary care, supported living, or community healthcare environments, this course equips you with the competencies required to deliver safe, effective, and compassionate care.
Why Choose This Course?
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is an ideal course for individuals who are passionate about delivering high-quality care and support within healthcare and social care settings. Whether you’re starting your career or looking to enhance your existing skills, this course offers the practical knowledge and professional credibility to help you succeed.
Reasons to Choose This Course:
- Ofqual-Regulated Qualification
Earn a nationally and internationally recognized certification that meets UK standards for quality and compliance. - Career-Oriented Content
The course is tailored to reflect real-life responsibilities in healthcare and social care, preparing you for frontline roles and career advancement. - Assignment-Based Learning
With no exams, all assessments are completed through practical assignments that showcase your skills and understanding in real work environments. - Flexible Study Options
Learn at your own pace through online or blended learning methods—perfect for those balancing work and personal commitments. - Foundation for Career Progression
Ideal for those looking to move into more senior roles or further study, such as a Level 4 or Level 5 diploma in health and social care. - Build Confidence and Competence
Strengthen your ability to deliver person-centred care, communicate effectively, safeguard vulnerable individuals, and contribute to high-quality service delivery.
Choosing this course not only enhances your practical capabilities but also shows employers that you are committed to professional development and excellence in care.
Course Overview
Awarding Body: ProQual
Course Level: Level 3
Average Completion Time:
4 to 6 Months
Credit Hours:13
Evidence & Assignment Based
Inspire Institute of Technologies is Approved Satellite Centre of ProQual
Qualification Structure
To achieve the ProQual Level 3 Certificate in Healthcare and Social Care Support Skills: Candidates must achieve a minimum of 13 credits: a minimum of 8 credits must be from the Level 3 units and the remaining 5 credits can be from any combination of units from the Level 2 or Level 3 or Level 4 units
Level 2 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Implement person centred approaches in health and social care | 5 | 33 |
| 2 | Principles of safeguarding and protection in health and social care | 3 | 10 |
| 3 | Assist in the administration of medication | 4 | 31 |
| 4 | Carry out personal hygiene for individuals unable to care for themselves | 3 | 30 |
| 5 | Support individuals with speech and language disorders to develop their communication skills | 4 | 27 |
| 6 | Perform the non-scrubbed circulating role for perioperative procedures | 3 | 20 |
| 7 | Minimise the risk of infection when transporting and storing healthcare waste | 3 | 30 |
| 8 | Assist in the issuing of prescribed items | 3 | 30 |
| 9 | Assist in the manufacture and assembly of medicinal products | 7 | 22 |
| 10 | Assist in the preparation of documentation, materials and other items for manufacture and assembly of medicinal products | 10 | 32 |
| 11 | Support individuals to carry out their own health care procedures | 2 | 23 |
| 12 | Provide support for therapy sessions | 2 | 6 |
| 13 | Contribute to the discharge of individuals to carers | 2 | 45 |
| 14 | Paediatric Emergency First Aid | 1 | 23 |
| 15 | Introduction to communication in health, social care or children’s and young people’s settings | 3 | 20 |
| 16 | Support individuals to meet personal care needs | 2 | 24 |
| 17 | Contribute to the safe use of medical devices in the perioperative environment | 4 | 25 |
| 18 | Causes and Spread of Infection | 2 | 20 |
| 19 | Prepare documentation, materials, components and other items for the preparation of aseptic products | 6 | 38 |
| 20 | Introduction to duty of care in health, social care or children’s and young people’s settings | 1 | 28 |
| 21 | Provide support for mobility | 2 | 30 |
| 22 | Assist others to plan presentations | 2 | 38 |
| 23 | Order Routine Pharmaceutical Stock | 3 | 33 |
| 24 | Dementia Awareness | 2 | 13 |
| 25 | Support individuals to manage continence | 3 | 26 |
| 26 | Move and position individuals in accordance with their plan of care | 4 | 25 |
| 27 | Handle information in health and social care settings | 1 | 43 |
| 28 | The role of the health and social care worker | 2 | 40 |
| 29 | Obtain and test specimens from individuals | 2 | 14 |
| 30 | Prepare individuals for healthcare activities | 3 | 27 |
| 31 | Assist in planning and evaluating learning activities | 3 | 35 |
| 32 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 2 | 35 |
| 33 | Assist the practitioner to carry out health care activities | 2 | 32 |
| 34 | Assist the practitioner to carry out health care activities | 2 | 32 |
| 35 | Work in partnership with families to support individuals | 4 | 45 |
| 36 | Minimise the risk of infection during the removal of used linen | 2 | 27 |
| 37 | Understand the context of supporting individuals with learning disabilities | 3 | 24 |
| 38 | Select and wear appropriate personal protective equipment for work in health care settings | 4 | 20 |
| 39 | Monitor and maintain the environment and resources during and after clinical / therapeutic activities | 3 | 20 |
| 40 | Prepare and dress for scrubbed clinical roles | 3 | 26 |
| 41 | Care for individuals with naso-gastric tubes | 3 | 26 |
| 42 | The principles of Infection Prevention and Control | 3 | 24 |
| 43 | Assist with the provision of a pharmacy service to meet individuals’ needs | 3 | 25 |
| 44 | Contribute to the effectiveness of teams | 3 | 28 |
| 45 | Support individuals who are distressed | 3 | 10 |
| 46 | Support individuals undergoing healthcare activities | 4 | 26 |
| 47 | Assist in receiving, handling and dispatching clinical specimens | 2 | 20 |
| 48 | Assist in the sale of medicines and products | 8 | 22 |
| 49 | Prepare aseptic products | 10 | 22 |
| 50 | Prepare and apply dressings and drains to individuals in the perioperative environment | 2 | 25 |
| 51 | Planning and Monitoring Work | 2 | 28 |
| 52 | Cleaning, Decontamination and Waste Management | 2 | 16 |
| 53 | Ensure your own Actions Reduce risks to Health and Safety | 2 | 14 |
| 54 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 30 |
| 55 | Provide agreed support for foot care | 3 | 25 |
| 56 | Contribute to health and safety in health and social care | 4 | 37 |
| 57 | Support independence in the tasks of daily living | 5 | 35 |
| 58 | Prepare equipment for intraoperative cell salvage blood collection | 2 | 30 |
| 59 | Maintaining quality standards in the health sector | 1 | 23 |
| 60 | Support participation in learning and development activities | 1 | 24 |
| 61 | Provide support for sleep | 3 | 30 |
| 62 | Remove wound closure materials | 3 | 23 |
| 63 | Support individuals to eat and drink | 2 | 25 |
| 64 | Undertake agreed pressure area care | 3 | 32 |
| 65 | Service improvement in the health sector | 2 | 43 |
| 66 | Meet food safety requirements when providing food and drink for individuals | 4 | 32 |
| 67 | Understand loss and grief in end of life care | 2 | 30 |
| 68 | Understand how to work in end of life care | 2 | 28 |
| 69 | Collection of used equipment | 3 | 35 |
| 70 | Sort used equipment and dispose of waste | 3 | 41 |
| 71 | Stroke awareness | 2 | 30 |
| 72 | Introductory awareness of sensory loss | 2 | 34 |
| 73 | Assist in the issuing of pharmaceutical stock | 3 | 38 |
Level 3 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Work with babies and young children to promote their development and learning | 6 | 45 |
| 2 | Engage in personal development in health, social care or children’s and young people’s settings | 3 | 10 |
| 3 | Support individuals with multiple conditions and/or disabilities | 4 | 31 |
| 4 | Support individuals who are bereaved | 4 | 30 |
| 5 | Prepare for and carry out extended feeding techniques | 4 | 27 |
| 6 | Provide support to continue recommended therapie | 3 | 20 |
| 7 | Insert and secure nasogastric tubes | 4 | 30 |
| 8 | Develop positive relationships with children and young people | 4 | 30 |
| 9 | Provide advice and information to enable parents to promote the health and well-being of their newborn babies | 3 | 22 |
| 10 | Facilitate and monitor housing and accommodation services to support individuals with mental health needs | 5 | 32 |
| 11 | Collaborate in the assessment of environmental and social support in the community | 4 | 23 |
| 12 | Influencing Others at Work | 1 | 6 |
| 13 | Care for the physical and nutritional needs of babies and young children | 6 | 45 |
| 14 | Support families who have a child with a disability | 3 | 23 |
| 15 | Support individuals to manage their finances | 3 | 20 |
| 16 | Obtain venous blood samples | 3 | 24 |
| 17 | Implement therapeutic group activities | 3 | 25 |
| 18 | Collate and communicate health information to individuals | 3 | 20 |
| 19 | Provide information and advice to individuals on eating to maintain optimum nutritional status | 5 | 38 |
| 20 | Assist in the implementation of programmes to increase mobility, movement and functional independence | 4 | 28 |
| 21 | Receive and handle clinical specimens within the sterile field | 4 | 30 |
| 22 | Prepare anaesthetic environment and provide support for pre and post-operative anaesthesia and recovery | 5 | 38 |
| 23 | Make recommendations for the use of physical resources in a health setting | 5 | 33 |
| 24 | Maintaining quality standards in the health sector | 2 | 13 |
| 25 | Understand Models of Disability | 3 | 26 |
| 26 | Support individuals to access and use services and facilities | 4 | 25 |
| 27 | Promote and implement health and safety in health and social care | 6 | 43 |
| 28 | Support young people with a disability to make the transition into adulthood | 5 | 40 |
| 29 | Understand mental well-being and mental health promotion | 3 | 14 |
| 30 | Carry out vision screening | 4 | 27 |
| 31 | Assist professionals to support individuals from diverse linguistic and cultural backgrounds to access speech and language therapy services | 5 | 35 |
| 32 | Implement hydrotherapy programmes for individuals and groups | 5 | 35 |
| 33 | Deliver exercise sessions to improve individuals’ health and wellbeing | 5 | 32 |
| 34 | Provide support to the surgical team when preparing individuals for operative and invasive procedures | 4 | 32 |
| 35 | Facilitate person centred assessment, planning, implementation and review | 6 | 45 |
| 36 | Work in partnership with families to support individuals | 4 | 27 |
| 37 | Support individuals to develop and run support groups | 3 | 24 |
| 38 | Monitor own work practice in health, social care or children’s and young people’s settings | 3 | 20 |
| 39 | Perform first line calibration on clinical equipment to ensure it is fit for use | 3 | 20 |
| 40 | Monitor and review individuals progress in relation to maintaining optimum nutritional status | 3 | 26 |
| 41 | Give presentations to groups | 4 | 26 |
| 42 | Support individuals in undertaking their chosen activities | 4 | 24 |
| 43 | Control the use of physical resources in a health setting | 3 | 25 |
| 44 | Support children and young people experiencing transitions | 3 | 28 |
| 45 | Promote communication in health, social care or children’s and young people’s settings | 3 | 10 |
| 46 | Contribute to the prevention of aggressive and abusive behaviour of people | 4 | 26 |
| 47 | Service improvement in the health sector | 3 | 20 |
| 48 | Understand the process and experience of dementia | 3 | 22 |
| 49 | Understand Physical Disability | 3 | 22 |
| 50 | Support individuals with a learning disability to access healthcare | 3 | 25 |
| 51 | Undertake urethral catheterisation processes | 4 | 28 |
| 52 | Promote good practice in handling information in health and social care settings | 2 | 16 |
| 53 | Understand mental health problems | 3 | 14 |
| 54 | Perform routine Electrocardiograph (ECG) Procedures | 4 | 30 |
| 55 | Undertake treatments and dressings of lesions and wounds | 4 | 25 |
| 56 | Adapt and fit healthcare equipment, medical devices, assistive technology, or products, to meet individuals’ needs | 6 | 37 |
| 57 | Administer oral nutritional products to individuals | 5 | 35 |
| 58 | Promote effective communication with individuals with sensory loss | 4 | 30 |
| 59 | Work with other professionals and agencies to support individuals with physical disability | 3 | 23 |
| 60 | Support individuals to access housing and accommodation services | 4 | 24 |
| 61 | Identify information requirements in a health context | 4 | 30 |
| 62 | Prepare and reproduce permanent radiographic images | 4 | 23 |
| 63 | Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use | 4 | 25 |
| 64 | Carry out wound drainage care | 4 | 32 |
| 65 | Prepare and provide surgical instrumentation and supplementary items for the surgical team | 6 | 43 |
| 66 | Care for a newly born baby when the mother is unable to do so | 4 | 32 |
| 67 | Understand Child and Young Person Development | 4 | 30 |
| 68 | Provide support to maintain and develop skills for everyday life | 4 | 28 |
| 69 | Facilitate learning and development activities to meet individual needs and preferences | 5 | 35 |
| 70 | Enable individuals with behavioural difficulties to develop strategies to change their behaviour | 8 | 41 |
| 71 | Reprocess endoscopy equipment | 4 | 30 |
| 72 | Support individuals with cognition and learning difficulties | 5 | 34 |
| 73 | Assist in testing individuals’ abilities prior to planning physical activities | 5 | 38 |
| 74 | Support individuals to manage dysphagia | 5 | 35 |
| 75 | Provide advice on foot care for individuals with diabetes | 3 | 23 |
| 76 | Transport, transfer and position individuals and equipment within the perioperative environment | 5 | 32 |
| 77 | Understand Sensory Loss | 3 | 21 |
| 78 | Support families who are affected by Acquired Brain Injury | 3 | 30 |
| 79 | Support individuals during a period of change | 4 | 29 |
| 80 | Perform intravenous cannulation | 4 | 34 |
| 81 | Care for individuals with urethral catheters | 4 | 30 |
| 82 | Conduct routine maintenance on clinical equipment | 4 | 30 |
| 83 | Assist and support individuals to use alternative and augmentative communication systems (AAC) | 5 | 35 |
| 84 | Measure and record individuals’ body fluid balance in a perioperative environment | 4 | 23 |
| 85 | Support parents/carers to interact with and care for their newborn baby | 4 | 30 |
| 86 | Deliver training through demonstration and instruction | 3 | 21 |
| 87 | Principles for implementing duty of care in health social care or children’s and young people’s settings | 1 | 5 |
| 88 | Promote Child and Young Person Development | 3 | 25 |
| 89 | Develop and sustain effective working relationships with staff in other agencies | 4 | 24 |
| 90 | Undertake physiological measurements | 3 | 23 |
| 91 | Undertake stoma care | 4 | 30 |
| 92 | Assure the effective functioning of radiographic image processing equipment | 4 | 25 |
| 93 | Operate equipment for intraoperative cell salvage blood collection | 5 | 40 |
| 94 | Advise and inform individuals on managing their condition | 5 | 31 |
| 95 | Assist others to monitor individuals’ progress in managing dysphagia | 5 | 38 |
| 96 | Support carers to meet the care needs of individuals | 5 | 30 |
| 97 | Maintain pharmaceutical stock | 3 | 4 |
| 98 | Anatomy and Physiology for Maternity Support Workers | 2 | 20 |
| 99 | Receive prescriptions from individuals | 3 | 15 |
| 100 | Understand how to support individuals with autistic spectrum conditions | 3 | 28 |
| 101 | Support Individuals with Specific Communication Needs | 5 | 35 |
| 102 | Obtain and test capillary blood samples | 4 | 30 |
| 103 | Support individuals at the end of life | 7 | 53 |
| 104 | Contribute to effective multidisciplinary team working | 3 | 20 |
| 105 | Analyse and present health related data and information | 4 | 30 |
| 106 | Remove wound drains | 4 | 27 |
| 107 | Develop activities and materials to enable individuals to reach specific communication goals | 5 | 38 |
| 108 | Operate equipment for intraoperative cell salvage blood processing and complete intraoperative cell salvage blood process | 5 | 39 |
| 109 | Support parents/carers and those in a parental role to care for babies during their first year | 5 | 36 |
| 110 | Obtain a client history | 3 | 22 |
| 111 | Manage the availability of physical resources to meet service delivery needs in a health setting | 5 | 33 |
| 112 | Administer medication to individuals, and monitor the effects | 5 | 30 |
| 113 | Undertake an in-process accuracy check of assembled prescribed items prior to the final accuracy check | 4 | 11 |
| 114 | Promote equality and inclusion in health, social care or children’s and young people’s settings | 2 | 8 |
| 115 | Understand the impact of Acquired Brain Injury on individuals | 3 | 28 |
| 116 | Support individuals to live at home | 4 | 25 |
| 117 | Promote person centred approaches in health and social care | 6 | 41 |
| 118 | interact with and support individuals using telecommunications | 5 | 36 |
| 119 | Undertake tissue viability risk assessments | 3 | 26 |
| 120 | Manufacture equipment or medical devices for individuals within healthcare | 4 | 30 |
| 121 | Provide support for individuals with communication and interaction difficulties | 5 | 39 |
| 122 | Monitor individuals’ progress in relation to managing their body weight and nutrition | 3 | 26 |
| 123 | Assist in implementing treatment programmes for individuals with severely reduced movement/mobility | 5 | 29 |
| 124 | Assist in the delivery of perioperative care and support to individuals | 4 | 31 |
| 125 | Examine the feet of individuals with diabetes | 4 | 32 |
| 126 | Communicate with individuals about promoting their health and wellbeing while working as a Health Trainer | 3 | 15 |
| 127 | Understand How to Safeguard the Wellbeing of Children and Young People | 3 | 25 |
| 128 | Support Children and Young People’s Health and Safety | 2 | 15 |
| 129 | Develop Positive Relationship with Children, Young People and Others Involved in Their Care | 1 | 8 |
| 130 | Working Together for the Benefit of Children and Young People | 2 | 15 |
| 131 | Understand How to Support Positive Outcomes for Children and Young People | 3 | 25 |
| 132 | Assessment and planning with children and young people | 5 | 35 |
| 133 | Promote the wellbeing and resilience of children and young people | 4 | 30 |
| 134 | Professional practice in children and young people’s social care | 4 | 30 |
| 135 | Support individuals to prepare for and settle in to new home environments | 3 | 23 |
| 136 | Promote positive behaviour | 6 | 44 |
| 137 | Support use of medication in social care settings | 5 | 40 |
| 138 | Provide information and advice to children and young people | 3 | 22 |
| 139 | Support young people to move towards independence and manage their lives | 3 | 20 |
| 140 | Work with children and young people in a residential care setting | 5 | 35 |
| 141 | Support positive practice with children and young people with speech, language and communication needs | 4 | 28 |
| 142 | Support children or young people in their own home | 4 | 30 |
| 143 | Support positive attachments for children and young people | 7 | 55 |
| 144 | Support individuals with autistic spectrum conditions | 4 | 33 |
| 145 | Prepare, load and operate decontamination equipment | 3 | 23 |
| 146 | Carry out sterilisation and product release of reuseable medical devices | 3 | 24 |
| 147 | Understand how to monitor the decontamination process | 2 | 19 |
| 148 | Monitor and solve customer service problems | 1 | 8 |
| 149 | Plan, allocate and monitor work of a team | 6 | 40 |
| 150 | Understand Stroke Care Management | 5 | 25 |
| 151 | Conduct hearing assessments | 4 | 36 |
| 152 | Conduct External Ear Examinations | 5 | 38 |
| 153 | Carry out intravenous infusion | 4 | 28 |
| 154 | Carry out blood collection from fixed or central lines | 4 | 30 |
| 155 | Diabetes Awareness | 4 | 30 |
| 156 | Introduction to the role and responsibilities of a Health Trainer | 6 | 46 |
| 157 | Establishing and developing relationships with communities while working as a Health Trainer | 4 | 20 |
| 158 | Enable individuals to change their behaviour to improve their health and wellbeing while working as a Health Trainer | 3 | 10 |
| 159 | Clinical Imaging Support Worker: Anatomy and Terminology | 5 | 25 |
| 160 | Clinical Imaging Support Worker: Fundamentals of Care | 3 | 24 |
| 161 | Clinical Imaging Support Worker: Radiation Protection and Awareness | 6 | 48 |
| 162 | The Use of Contrast Media in Clinical Imaging | 3 | 24 |
| 163 | Speech and Language Support for 11-16s: From Theory into Practice | 2 | 15 |
| 164 | Speech and Language Support for 5-11s: From Theory into Practice | 9 | 63 |
| 165 | Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice | 9 | 63 |
| 166 | Speech and language support for under 5s: From theory into practice | 9 | 63 |
| 167 | Receive pharmaceutical stock | 3 | 9 |
Level 4 Units
| Sr# | Unit Title | Credit Value | GLH |
|---|---|---|---|
| 1 | Support disabled children and young people and those with specific requirements | 6 | 45 |
| 2 | Enable children and young people to understand their health and well-being | 5 | 38 |
| 3 | Develop and agree individualised care plans for babies and families | 5 | 38 |
| 4 | Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage | 5 | 40 |
| 5 | Support individuals to access education, training or employment | 4 | 31 |
Who Should Take This Course?
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is designed for individuals who are either currently working in the care sector or looking to begin a meaningful career in healthcare and social care. It is ideal for those who want to develop essential skills, gain a formal qualification, and enhance their ability to support others effectively and professionally.
This course is perfect for:
- Healthcare Assistants and Support Workers looking to gain a formal, recognised qualification to validate their experience and open doors to career progression.
- New Entrants to the care sector who want to build a strong foundation of knowledge and practical skills before or shortly after starting a role in health or social care.
- Domiciliary Care Workers and Residential Care Staff who wish to upskill in areas like safeguarding, communication, and person-centred care.
- Volunteers or individuals working in informal care roles who want to transition into a paid professional role with recognised credentials.
- International Candidates aiming to gain a UK-regulated qualification that is accepted by employers globally.
- Individuals seeking progression to Level 4 or Level 5 diplomas in healthcare or social care management.
This course is also suitable for employers seeking to professionally develop their team and ensure they meet regulatory requirements and deliver the highest standards of care.
Course Benefits
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills offers a wide range of benefits for individuals looking to build a strong foundation in care delivery and support. Whether you are new to the sector or an experienced care worker seeking formal recognition, this qualification is designed to enhance your skills, boost your confidence, and support your professional growth.
Key Benefits:
Supports Regulatory Compliance
Helps individuals and organisations meet industry standards and regulatory expectations, such as those set by the CQC (Care Quality Commission) in the UK.
Ofqual-Regulated Qualification
This certificate is officially recognised and regulated by Ofqual, ensuring it meets high standards for quality, relevance, and credibility in the health and social care sector.
100% Assignment-Based Assessment
There are no exams—all assessments are based on practical assignments, allowing you to demonstrate your skills in real work scenarios.
Career Development
Strengthens your CV and enhances your employability, supporting progression into roles such as senior healthcare assistant, support team leader, or preparing for higher-level qualifications.
Flexible Learning Options
Study at your own pace via online or blended learning, making it ideal for those balancing work, study, and personal commitments.
Practical and Work-Relevant Skills
Gain essential knowledge in person-centred care, safeguarding, communication, and supporting individuals with diverse needs—skills directly applicable to your role.
Increased Confidence and Professionalism
This course builds the competence and confidence required to provide safe, effective, and compassionate care in a wide range of health and social care settings.
Globally Recognized
The qualification is accepted by employers across the UK and internationally, offering flexibility and recognition wherever your career takes you.
Eligibility Criteria
The ProQual Level 3 Certificate in Healthcare and Social Care Support Skills is designed to be accessible, practical, and inclusive, making it ideal for individuals with a genuine interest in delivering quality care and support services
Minimum Age Requirement:You must be at least 18 years old to register for this qualification.
No Prior Qualifications Needed: There are no specific academic entry requirements, making this course an ideal starting point for those looking to gain a recognised qualification in the care sector.
Basic Literacy and Numeracy Skills: Learners should possess functional English and basic numeracy skills, sufficient to read, understand, and complete written assignments.
Relevant Experience: Although not mandatory, it is recommended that learners have some prior experience working or volunteering in a healthcare or social care setting. This experience will support the application of knowledge through real-world scenarios.
Commitment to the Profession: Applicants should demonstrate a genuine interest and commitment to working in the healthcare and social care field, with a desire to improve the quality of care and support they provide.
Current Role:Ideally suited for individuals currently employed in a care role, such as a healthcare assistant, support worker, domiciliary carer, or similar.
The Qualification Process
Here is a step-by-step guide to help you understand the entire journey from pre-registration to certification:
- Self-Assessment:
Before enrolling, learners complete a self-assessment to evaluate their current knowledge, skills, and experience. This helps ensure the course is the right fit and identifies any areas for development. - Registration:
Once eligibility is confirmed, you’ll complete your course registration through an approved ProQual training provider. Registration includes access to the learning platform, course materials, and your assigned assessor. - Induction:
After registering, you’ll undergo an induction session that outlines the course structure, assessment methods, submission process, and timelines. You’ll also receive guidance on building your portfolio and understanding the expectations for each unit. - Evidence Submission:
This qualification is 100% assignment-based, meaning you’ll complete and submit written and practical assignments that demonstrate your understanding and application of key care principles - Feedback and Revision:
Your assessor will review each submission and provide detailed feedback. If needed, you can revise your work based on their guidance to ensure it meets the assessment criteria. - Competence Evidence:
Throughout the course, you’ll be expected to provide evidence of competence in a real or simulated care environment - Internal Quality Assurance (IQA):
Once your portfolio is complete, it undergoes Internal Quality Assurance (IQA) by the provider’s quality team to ensure accuracy, consistency, and fairness in assessment. - External Verification:
Following IQA, the completed work is submitted to ProQual’s external verifier for final approval. This step confirms that all standards are met and the qualification is awarded appropriately. - Certification:
After successful verification, you will be awarded the ProQual Level 3 Certificate in Healthcare and Social Care Support Skills. This Ofqual-regulated certificate is nationally and internationally recognized, supporting career development and progression.
This transparent and supportive process ensures that you gain practical, real-world knowledge while achieving a credible and respected qualification in the healthcare and social care sector.
