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Course contents

• Comply with regulations and legislation when working. For example, drivers working hours, working time directive, and Driver and Vehicle Standards Agency (DVSA) guidance.

• Comply with health and safety when working.

• Follow company policy, processes and standard operating procedures.

• Plan and prioritise daily activities for example to customer job requirements, back loads, delivery.

• Plan multiple drop routes and jobs.

• Inputting customer jobs for collection and delivery.

• Track job progress.

• Amend or re-plan routes when delivery circumstances change, for example, changing weather conditions, road closures and accidents, customer requirements.

• Adapt approach when supporting operation with, for example, changing weather conditions, road closures and accidents.

• Record or enter information – paper based or electronic. For example, job sheets, handover documents, work sheets, and checklists.

• Optimises routes, vehicle type and loading.

• Comply with company specific policy and procedures by using the appropriate mode of transportation for ultra-low emission zones (ULEZ) and clean air zones.

• Arrange the maintenance and inspection of the vehicle.

• Use technology, and systems. General data protection regulation (GDPR). Cyber security.

• Use the traffic management system or other relevant systems, to add, and update customer job requirements.

• Conduct a briefing or debriefing session with colleagues.

• Communicate in writing with others for example, internal and external customers, colleagues, and managers.

• Communicate with others verbally for example, internal and external customers, colleagues, and managers.

• Manage customer queries and complaints.

• Apply the company’s service standards for internal and external customer services.

• Escalate issues, for example, driver infringements and non-operational procedures.

• Apply team working and wellbeing principles.

• Apply equity, diversity, and inclusion principles in the workplace.

• Carry out and record learning and development activities.

• Comply with regulations and legislation when working. For example, drivers working hours, working time directive, and Driver and Vehicle Standards Agency (DVSA) guidance.

• Comply with health and safety when working.

• Follow company policy, processes and standard operating procedures.

• Plan and prioritise daily activities for example to customer job requirements, back loads, delivery.

• Plan multiple drop routes and jobs.

• Inputting customer jobs for collection and delivery.

• Track job progress.

• Amend or re-plan routes when delivery circumstances change, for example, changing weather conditions, road closures and accidents, customer requirements.

• Adapt approach when supporting operation with, for example, changing weather conditions, road closures and accidents.

• Record or enter information – paper based or electronic. For example, job sheets, handover documents, work sheets, and checklists.

• Optimises routes, vehicle type and loading.

• Comply with company specific policy and procedures by using the appropriate mode of transportation for ultra-low emission zones (ULEZ) and clean air zones.

• Arrange the maintenance and inspection of the vehicle.

• Use technology, and systems. General data protection regulation (GDPR). Cyber security.

• Use the traffic management system or other relevant systems, to add, and update customer job requirements.

• Conduct a briefing or debriefing session with colleagues.

• Communicate in writing with others for example, internal and external customers, colleagues, and managers.

• Communicate with others verbally for example, internal and external customers, colleagues, and managers.

• Manage customer queries and complaints.

• Apply the company’s service standards for internal and external customer services.

• Escalate issues, for example, driver infringements and non-operational procedures.

• Apply team working and wellbeing principles.

• Apply equity, diversity, and inclusion principles in the workplace.

• Carry out and record learning and development activities.

Course contents

• Contribute to the maintenance of a safe and efficient workshop. Segregate waste for disposal or recycling. Comply with industry environmental legislation.
• Demonstrate due regard for own safety and that of others in the workshop and minimise risk of injury and vehicle damage.
• Carry out fundamental tasks associated with removal and replacement procedures on a vehicle.
• Obtain diagnostic and repair information.
• Interpret diagnostic information and use electrical wiring diagrams to determine system serviceability.
• Use a range of diagnostic equipment.
• Follow recognised diagnostic procedures, logical diagnostic sequence and apply advanced diagnostic principles and problem-solving techniques to establish faults.
• Report faults using company procedures and recommend suitable further actions.
• Follow recognised repair procedures to complete a wide range of repairs including those which involve complex procedures, or in depth knowledge.
• Test the function of repaired and fitted components.
• Adhere to business processes and complete documentation following workplace procedures.
• Use ICT to create emails, word-process documents and carry out web based searches.
• Complete a range of services and inspect and prepare a vehicle to the required quality standard for handover to the customer.
• Contribute to the maintenance of a safe and efficient workshop. Segregate waste for disposal or recycling. Comply with industry environmental legislation.
• Demonstrate due regard for own safety and that of others in the workshop and minimise risk of injury and vehicle damage.
• Carry out fundamental tasks associated with removal and replacement procedures on a vehicle.
• Obtain diagnostic and repair information.
• Interpret diagnostic information and use electrical wiring diagrams to determine system serviceability.
• Use a range of diagnostic equipment.
• Follow recognised diagnostic procedures, logical diagnostic sequence and apply advanced diagnostic principles and problem-solving techniques to establish faults.
• Report faults using company procedures and recommend suitable further actions.
• Follow recognised repair procedures to complete a wide range of repairs including those which involve complex procedures, or in depth knowledge.
• Test the function of repaired and fitted components.
• Adhere to business processes and complete documentation following workplace procedures.
• Use ICT to create emails, word-process documents and carry out web based searches.
• Complete a range of services and inspect and prepare a vehicle to the required quality standard for handover to the customer.

Course contents

• Carry out the basic tasks with tools and equipment common to all procedures involving basic mechanical and electrical procedures related to HV
• The ability to keep updated with emerging new technologies within the HV industry.
• Contribute to the maintenance of a safe and efficient workshop and adhere to the company and legislative processes.
• Access specific and related HV technical information appropriately.
• The ability to service, inspect and maintain HVs and trailers to meet company, Driver and vehicle standards agency (DVSA) and manufacturers’ standards.
• Use a range of diagnostic and electrical measuring equipment to identify faults and underlying causes on HV’s.
• Successfully inspect and prepare vehicles and trailers to meet DVSA standards prescribed in the tester’s manual.
• Carry out final quality checks before handover to the customer without supervision.
• Apply advanced diagnostic principles and logical/problem solving techniques and regimes.
• Maintain records to company and operators’ licence obligations and regulation.
• To be able to communicate effectively in both oral and written mediums both internally and with customers on a range of topics that will support, HV inspection and diagnosing techniques.

Course contents

• Skilled in the use of multiple IT packages and systems relevant to the organisation in order to: write letters or emails, create proposals, perform financial processes, record and analyse data. Examples include MS Office or equivalent packages. Able to choose the most appropriate IT solution to suit the business problem. Able to update and review databases, record information and produce data analysis where required.
• Produces accurate records and documents including: emails, letters, files, payments, reports and proposals. Makes recommendations for improvements and present solutions to management. Drafts correspondence, writes reports and able to review others’ work. Maintains records and files, handles confidential information in compliance with the organisation’s procedures. Coaches others in the processes required to complete these tasks.
• Exercises proactivity and good judgement. Makes effective decisions based on sound reasoning and is able to deal with challenges in a mature way. Seeks advice of more experienced team members when appropriate.
• Builds and maintains positive relationships within their own team and across the organisation. Demonstrates ability to influence and challenge appropriately. Becomes a role model to peers and team members, developing coaching skills as they gain area knowledge.
• Demonstrates good communication skills, whether face-to-face, on the telephone, in writing or on digital platforms. Uses the most appropriate channels to communicate effectively. Demonstrates agility and confidence in communications, carrying authority appropriately. Understands and applies social media solutions appropriately. Answers questions from inside and outside of the organisation, representing the organisation or department.
• Completes tasks to a high standard. Demonstrates the necessary level of expertise required to complete tasks and applies themself to continuously improve their work. Is able to review processes autonomously and make suggestions for improvements. Shares administrative best-practice across the organisation e.g. coaches others to perform tasks correctly. Applies problem-solving skills to resolve challenging or complex complaints and is a key point of contact for addressing issues.
• Takes responsibility for initiating and completing tasks, manages priorities and time in order to successfully meet deadlines. Positively manages the expectations of colleagues at all levels and sets a positive example for others in the workplace. Makes suggestions for improvements to working practice, showing understanding of implications beyond the immediate environment (e.g. impact on clients, suppliers, other parts of the organisation). Manages resources e.g. equipment or facilities. Organises meetings and events, takes minutes during meetings and creates action logs as appropriate. Takes responsibility for logistics e.g. travel and accommodation.
• Uses relevant project management principles and tools to scope, plan, monitor and report. Plans required resources to successfully deliver projects. Undertakes and leads projects as and when required.

Course contents

• Selects correct knife for task.
• Uses knives effectively and efficiently.
• Selects ingredients of the right quality that support sustainability and seasonality.
• Weighs, measures, and scales ingredients.
• Cooks from fresh producing complete dishes.
• Prepares, cooks, and finishes meat, offal, game, poultry, fish, and shellfish from whole; trim, de-vein, portion, break down, bone, skin, fillet, shell.
• Prepares, cooks, and finishes fruit vegetables.
• Prepares, cooks, and finishes sauces.
• Prepares, cooks and finishes pureed and cream soup and stock based dishes.
• Prepares and cooks noodles, and fresh or convenience pasta.
• Prepares and cooks pulses and grains, including long and short grain rice.
• Prepares, cooks and finishes eggs or egg based dishes.
• Prepares, cooks and finishes leavened and unleavened dough products.
• Prepares, cooks and finishes sweet and savoury pastry products using short, sweet, and choux.
• Prepares, cooks, and finishes scones, biscuits, sponge cakes, and non-sponge cakes.
• Prepares, produces, and finishes hot and cold desserts.
• Stuffs, fills and panés across food types.
• Prepares and cooks dishes using alternative ingredients eg plant based, gluten free.
• Prepares fresh ingredients, including from whole, using them across a menu to reduce waste and improve sustainability
• Uses seasoning, spices, rubs, and marinades to flavour ingredients.
• Sears, grills, deep fries, shallow fries, stir fries, sautés, braises, stews, bakes, roasts, boils, poaches across food types.
• Portions, plates, finishes, garnishes, and presents individual dishes.
• Exercises portion control and acts to maximise yield.
• Achieves intended quality in terms of texture, flavour, and appearance
• Identifies and resolves errors during the production process.
• Assists in the resolution of feedback, complaints, and issues.
• Prepares, cleans and uses manual and electrical food-preparation and cooking equipment and machinery safely, correctly and efficiently.
• Applies food safety and allergen procedures, including monitoring temperatures, during preparation, cooking, and holding.
• Selects and applies hygiene management techniques to maintain a safe clean work environment, including personal hygiene, PPE, and uniform.
• Complies with health and safety legislation, regulations, guidelines and procedures.
• Undertakes stock control, storage, and rotation.
• Applies food safety and allergen procedures, and monitors and records food temperatures, on delivery and in storage.
• Follows equity, diversity and inclusion legislation and organisational policies.
• Uses techniques for maintaining good mental health and wellbeing to support self and others, including asking for and giving help with daily tasks.
• Communicates with colleagues, manager and other stakeholders in a professional manner.
• Works as part of a team to support service delivery.
• Uses feedback to improve own performance.
• Manages own time to ensure tasks are completed.
• Selects correct knife for task.
• Uses knives effectively and efficiently.
• Selects ingredients of the right quality that support sustainability and seasonality.
• Weighs, measures, and scales ingredients.
• Cooks from fresh producing complete dishes.
• Prepares, cooks, and finishes meat, offal, game, poultry, fish, and shellfish from whole; trim, de-vein, portion, break down, bone, skin, fillet, shell.
• Prepares, cooks, and finishes fruit vegetables.
• Prepares, cooks, and finishes sauces.
• Prepares, cooks and finishes pureed and cream soup and stock based dishes.
• Prepares and cooks noodles, and fresh or convenience pasta.
• Prepares and cooks pulses and grains, including long and short grain rice.
• Prepares, cooks and finishes eggs or egg based dishes.
• Prepares, cooks and finishes leavened and unleavened dough products.
• Prepares, cooks and finishes sweet and savoury pastry products using short, sweet, and choux.
• Prepares, cooks, and finishes scones, biscuits, sponge cakes, and non-sponge cakes.
• Prepares, produces, and finishes hot and cold desserts.
• Stuffs, fills and panés across food types.
• Prepares and cooks dishes using alternative ingredients eg plant based, gluten free.
• Prepares fresh ingredients, including from whole, using them across a menu to reduce waste and improve sustainability
• Uses seasoning, spices, rubs, and marinades to flavour ingredients.
• Sears, grills, deep fries, shallow fries, stir fries, sautés, braises, stews, bakes, roasts, boils, poaches across food types.
• Portions, plates, finishes, garnishes, and presents individual dishes.
• Exercises portion control and acts to maximise yield.
• Achieves intended quality in terms of texture, flavour, and appearance
• Identifies and resolves errors during the production process.
• Assists in the resolution of feedback, complaints, and issues.
• Prepares, cleans and uses manual and electrical food-preparation and cooking equipment and machinery safely, correctly and efficiently.
• Applies food safety and allergen procedures, including monitoring temperatures, during preparation, cooking, and holding.
• Selects and applies hygiene management techniques to maintain a safe clean work environment, including personal hygiene, PPE, and uniform.
• Complies with health and safety legislation, regulations, guidelines and procedures.
• Undertakes stock control, storage, and rotation.
• Applies food safety and allergen procedures, and monitors and records food temperatures, on delivery and in storage.
• Follows equity, diversity and inclusion legislation and organisational policies.
• Uses techniques for maintaining good mental health and wellbeing to support self and others, including asking for and giving help with daily tasks.
• Communicates with colleagues, manager and other stakeholders in a professional manner.
• Works as part of a team to support service delivery.
• Uses feedback to improve own performance.
• Manages own time to ensure tasks are completed.

Course contents

• Skilled in the use of multiple IT packages and systems relevant to the organisation in order to: write letters or emails, create proposals, perform financial processes, record and analyse data. Examples include MS Office or equivalent packages. Able to choose the most appropriate IT solution to suit the business problem. Able to update and review databases, record information and produce data analysis where required.
• Produces accurate records and documents including: emails, letters, files, payments, reports and proposals. Makes recommendations for improvements and present solutions to management. Drafts correspondence, writes reports and able to review others’ work. Maintains records and files, handles confidential information in compliance with the organisation’s procedures. Coaches others in the processes required to complete these tasks.
• Exercises proactivity and good judgement. Makes effective decisions based on sound reasoning and is able to deal with challenges in a mature way. Seeks advice of more experienced team members when appropriate.
• Builds and maintains positive relationships within their own team and across the organisation. Demonstrates ability to influence and challenge appropriately. Becomes a role model to peers and team members, developing coaching skills as they gain area knowledge.
• Demonstrates good communication skills, whether face-to-face, on the telephone, in writing or on digital platforms. Uses the most appropriate channels to communicate effectively. Demonstrates agility and confidence in communications, carrying authority appropriately. Understands and applies social media solutions appropriately. Answers questions from inside and outside of the organisation, representing the organisation or department.
• Completes tasks to a high standard. Demonstrates the necessary level of expertise required to complete tasks and applies themself to continuously improve their work. Is able to review processes autonomously and make suggestions for improvements. Shares administrative best-practice across the organisation e.g. coaches others to perform tasks correctly. Applies problem-solving skills to resolve challenging or complex complaints and is a key point of contact for addressing issues.
• Takes responsibility for initiating and completing tasks, manages priorities and time in order to successfully meet deadlines. Positively manages the expectations of colleagues at all levels and sets a positive example for others in the workplace. Makes suggestions for improvements to working practice, showing understanding of implications beyond the immediate environment (e.g. impact on clients, suppliers, other parts of the organisation). Manages resources e.g. equipment or facilities. Organises meetings and events, takes minutes during meetings and creates action logs as appropriate. Takes responsibility for logistics e.g. travel and accommodation.
• Uses relevant project management principles and tools to scope, plan, monitor and report. Plans required resources to successfully deliver projects. Undertakes and leads projects as and when required.

Course contents

• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting’s curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting’s curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.
• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting’s curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting’s curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.

Course contents

• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting’s curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting’s curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.
• Recognise when a child or a colleague is in danger or at risk of abuse and act to protect them in line with safeguarding policy and procedure.
• Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting (for example, food safety, diets, starting solid food, allergies, COSHH, and accidents, injuries, and emergencies).
• Apply the principles of risk assessment and risk management within documentation and practice.
• Teach children to develop skills to manage risk and maintain their own and others safety.
• Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child.
• Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child.
• Undertake the role and responsibilities of key person.
• Recognise and apply theories of attachment to develop effective relationships with children.
• Provide sensitive and respectful personal care for children from birth to 5 years.
• Advocate for all children’s needs, including children which require SEND or EAL support.
• Promote and facilitate children’s interpersonal communication to develop their social interactions and relationships.
• Support children to develop a positive sense of their own identity and culture.
• Support children to understand and respond to their emotions and make considered choices about their behaviours.
• Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements.
• Create inclusive, child-centred, dynamic, innovative, and evolving physical environments both indoors and outdoors.
• Create inclusive and supportive emotional environment that enables the child to feel safe, secure, respected and experience a sense of wellbeing; maintaining and prioritising the individual child’s voice.
• Apply strategies that support children’s ability to manage change, transition, and significant events.
• Analyse observation evidence to assess and plan holistic individual learning based on a comprehensive understanding of the child’s needs and interests.
• Facilitate and support child-centred opportunities and experiences based on the setting’s curriculum and pedagogy.
• Provide adult led opportunities and experience based on the setting’s curriculum and pedagogy.
• Use reflection to develop themselves both professionally and personally.