Move and position individuals
in accordance with their care
plan (244)
THIS UNIT HAS NOT BEEN ENDORSED BY CITY & GUILDS
About this unit
In this unit you will learn about the legislation,
national guidelines, policies and procedures that
underpin your working practices when moving
and positioning individuals to ensure you keep
yourself, individuals and others safe. You will
also explore the anatomy and physiology of the
human body as well as the different conditions
that individuals have and how these can impact
when they are moved and positioned.
Being able to minimise risk before moving and
positioning individuals is essential for you to
Learning outcomes
LO1: Understand current legislation,
national guidelines, policies, procedures
and protocols in relation to moving and
positioning individuals
LO2: Understand anatomy and physiology in
relation to moving and positioning individuals
Credit value: 4
Guided learning hours: 26
fulfil your duty of care and so this unit will equip
you with the knowledge you need to carry out
preparatory checks.
Finally, you will develop your skills around
moving and positioning individuals while being
respectful, communicating effectively and
encouraging individuals’ active participation.
You will also explore how to record and report
manoeuvres and when to seek advice and/
or assistance from others when moving and
positioning individuals.
LO3: Be able to minimise risk before moving
and positioning individuals
LO4: Be able to move and position an individual
LO5: Know when to seek advice and/or
assistance from others when moving and
positioning an individual
 Level 2 Diploma in Care
LO1 Understand current legislation, national guidelines,
policies, procedures and protocols in relation to moving and
positioning individuals
Getting started
Think about your own day-to-day mobility –
how do you mobilise? When do you mobilise?
Why is it important you mobilise? How would
you feel if you were unable to move and
position safely? What are the potential risks of
not moving and positioning safely for you and
others around you?
AC 1.1 Identify current legislation,
national guidelines, policies,
procedures and protocols in
relation to moving and positioning
individuals
Adult care workers and personal assistants’
job roles involve providing care and support
to individuals to enable them to live as
independently and safely as possible. Some
individuals as part of their day-to-day
activities may also require assistance with
moving and changing positions. For example,
this may be due to an individual having a
physical disability that prevents them from
mobilising independently, a condition such
as osteoarthritis that means the individual
has limited movement, or being temporarily
unable to move unaided because of a fall that
has resulted in the individual fracturing their
leg. All these individuals will therefore require
assistance from care workers such as you to
enable them to move and position. Therefore
it is really important that you are aware of the
current UK legislation that is in place to enable
the safe moving and positioning of individuals,
so that you are able to promote individuals’
health, safety and well-being at all times as well
as your own and that of your colleagues.
2
Key terms
Individual refers to the person requiring care
or support.
Osteoarthritis refers to a condition that
damages your joints, preventing them from
moving smoothly and therefore causing pain
and stiffness.
Reflect on it
1.1 Moving and positioning
individuals in your setting
Reflect on your workplace and the individuals
you work with that require support from
you when moving and positioning. Why
do they require support from you? What
different types of support do you provide?
For example, perhaps you may prompt them
to stand up or use their walking aid or use
a hoist to move them from one position to
another.
Current legislation
Look at Table 1.1, which sets out the current key
pieces of legislation that are relevant to moving
and positioning individuals and that you need to
know about. The HSE’s website is a useful source
of information about relevant legislation for safe
moving and positioning.
 Move and position individuals (244)
Table 1.1 Legislation relevant to moving and positioning individuals

Legislation Relevance to moving and positioning individuals

Health and Safety at • It is the basis of all current health and safety legislation and is known as the
Work Act 1974 ‘enabling’ Act because it enables other health and safety regulations to be made.
• It established the Health & Safety Executive (HSE) as the regulator for the health,
safety and welfare of people in work settings in the UK to protect the health, safety
and well-being of everyone, including when moving and positioning individuals.
• It established the key duties and responsibilities of all employers and employees in
work settings. For example, it requires employers to have health and safety policies
and procedures in place, including those for moving and positioning individuals, and
requires employees to work in line with their employer’s agreed ways of working in
relation to moving and positioning individuals including attending training.
Manual Handling • These Regulations explain how to avoid, assess and reduce the risk of injury from
Operations manual handling activities such as lifting, lowering, pushing, pulling or carrying and
Regulations 1992 could be either in relation to individuals or objects, for example a box or piece of
(amended 2002) moving and handling equipment such as a hoist.
• They require employers to avoid hazardous manual handling where possible, assess
the risk of injury from any hazardous manual handling that can’t be avoided and
reduce the risk of injury from hazardous manual handling where possible. For
example, employers can avoid hazardous activities such as the lifting of heavy items
and can use risk assessment for managing moving and handling tasks safely.
• They require employees to cooperate with their employer’s agreed ways of working
for moving and positioning individuals. For example, by using moving and handling
equipment provided such as hoists correctly and as they were trained to do so,
only carrying out moving and handling activities they are competent to carry out,
reporting to their employer if they observe any unsafe or hazardous work practices
in relation to moving and positioning, taking care to make sure their activities do not
put others at risk.
Personal Protective • These Regulations require employers to provide employees, free of charge, with
Equipment (PPE) at personal protective equipment (PPE) such as gloves and aprons to provide protection
Work Regulations against infections including when assisting individuals with moving and positioning.
1992 • They require employers to ensure that PPE is available to employees and maintained
in good condition so that it is effective: employees must be able to use PPE as and
when they require it and it must not be damaged. It also requires employers to
provide training and supervision to employees in the use of PPE, in relation to when,
why and how to put it on and dispose of it safely.
• They require employees to comply with their employer’s agreed ways of working
when using and disposing of PPE, including during moving and positioning activities
with individuals. This includes attending training provided and following the guidance
provided by their employer.
Workplace (Health, • These Regulations require employers to ensure that workplaces are environments
Safety and Welfare) where risks to general health and safety are minimised. In relation to moving and
Regulations 1992 positioning individuals this includes, for example, ensuring moving and positioning
equipment and aids are clean and maintained correctly so that they are safe to use.
It also includes ensuring the environment where the moving and positioning activity
takes place is appropriate in terms of there being sufficient space to carry out the
activity safely, that it is clean, not hazardous (i.e. cluttered with items or a slippery
floor), well-lit and neither too hot or too cold.
➜

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 Level 2 Diploma in Care
Table 1.1 Legislation relevant to moving and positioning individuals continued

Legislation Relevance to moving and positioning individuals

Lifting Operations • These Regulations require employers to ensure that all lifting equipment is used
and Lifting safely in the workplace to avoid and minimise risks of injury and damage. For
Equipment example, when hoists and other lifting equipment are used to move and position
Regulations (LOLER) individuals it is important that they are safe to use, meaning it has been maintained
correctly, it is used only for the purpose and weight it was designed for, it is only
1998
used by staff who have been trained and are competent, staff are supervised in its
use and records are maintained, i.e. of moves planned and agreed, of maintenance
checks of lifting equipment.
Provision and Use • These Regulations require employers who provide work equipment (such as that
of Work Equipment used for moving and positioning individuals) to ensure that all equipment provided is
Regulations safe, maintained, used only for its intended use, used only by those who have been
(PUWER) 1998 trained and supervised in its use and includes visible health and safety warnings
such as how to stop it in an emergency.
Management of • These Regulations require employers to assess the risks to the health and safety of
Health and Safety at their employees and others in the workplace; this includes the risks from moving
Work Regulations and positioning individuals. For example, employers with five or more employees are
(MHSWR) 1999 required to record the findings of their risk assessment.
• Employees are also required to take care of their own and others’ health and safety,
i.e. by using all equipment in line with their employer’s agreed ways of working,
attending training, reporting all unsafe practices.
Reporting of • These Regulations require employers to report and keep records of work-related
Injuries, Diseases accidents, which cause deaths, certain serious injuries (referred to as reportable
and Dangerous injuries), reportable work-related illnesses and certain ‘dangerous occurrences’ (i.e.
Occurrence incidents with the potential to cause harm).
Regulations • In relation to moving and positioning individuals, this includes employers providing
(RIDDOR) 2013 training to employees on how to report accidents, injuries and work-related injuries.

National guidelines ● Health and Safety Executive (HSE): a

There are a number of different organisations
across the UK that have developed guidelines
on safe practices for moving and positioning
individuals, the correct techniques to use and the
responsibilities that employers and employees
have when moving and positioning individuals.
Below are some examples of some national
guidelines that are in place:
● Royal College of Nursing (RCN): a professional
body for nurses, midwives and healthcare
assistants. The ‘Moving and handling - Advice
guides’ guidelines, for example, state that
manual lifting of individuals must not be
undertaken on a day-to-day basis (lifting
equipment such as hoists and bed lifts must be
used instead) and that the ‘shoulder lift’ must
not be used when moving individuals. You can
access the guidelines here: www.rcn.org.uk/
get-help/rcn-advice/moving-and-handling
professional body responsible for workplace
health, safety and welfare. The ‘Manual
handling at Work’ guidelines describe how
employers and employees can together reduce
the risk of injury and accidents when moving
and positioning individuals. For example,
they describe how to use the risk assessment
process to control and minimise the risks
from moving and positioning activities. You
can access the guidelines here: www.hse.
gov.uk/pubns/indg143.pdf. The HSE also has
in place other guidance for safe moving and
handling in adult care settings such as their
web pages ‘Moving and handling in health and
social care’, which can be accessed here: www.
hse.gov.uk/healthservices/moving-handling.
htm and specific guidance such as how to use
hoists titled: ‘Getting to grips with hoisting
people’, www.hse.gov.uk/pubns/hsis3.pdf.

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 Move and position individuals (244)
● National Back Exchange (NBE): a voluntary
organisation that develops, shares and
promotes best practice in moving and
handling. For example, the ‘Safer use of
hoists leaflet – 2015’ provides information
about the uses of different hoist and sling
types as well as a checklist for what to check
before and during the use of a hoist. A copy
of the guidelines can be accessed here: www.
nationalbackexchange.org/images/Safer_
use_of_hoists.pdf.
Policies, procedures and protocols
Your employer will also have in place agreed ways
of working, policies, procedures and good practice
principles for you to follow when moving and
positioning individuals. You can move and position
individuals safely by following these good practice
principles that underpin all moving and handling
policies and procedures:
● Follow your work setting’s agreed ways of
working for moving and handling, e.g. by only
carrying out moving and handling activities
that you have been trained for. Not doing
so may mean that you or others may get
injured.
● Ensure you have read the moving and handling
guidelines that are in place for the individuals
you work with, e.g. read through individuals’
moving and handling risk assessments before
carrying out moving and handling activities
or using any moving and handling equipment
to ensure the safety and well-being of
individuals.
● Complete safety checks before using moving
and handling equipment. Is it clean? Is it
working? Have you noticed any faults? Not
doing so may result in a serious failure in the
equipment as you’re using it, which may then
cause unnecessary distress to an individual.
● Prepare to move an individual safely by
completing safety checks. Is there enough
space in the environment to carry out the
move? Is the load too heavy for one person?
Not doing so may mean that you will be putting
yourself, the individual and others in danger
and at risk of being harmed or injured.
● Report any concerns you have when carrying
out health and safety checks, e.g. if a piece
of equipment is not working, or if you witness
a colleague using unsafe practices when
moving an individual using lifting equipment.
Not doing so may mean that unsafe
equipment and practices continue in the
work setting.
● Always communicate clearly with those
involved in moving and handling activities,
e.g. explain to the individual how you are
going to support them with the move,
check that the individual is not in any
pain, encourage the individual to actively
participate in the move, check with your
colleagues who is going to take the lead with
carrying out the move. Not doing so will be
disrespectful towards individuals’ rights to
be actively involved in all care and support
activities. Poor communication between
you and colleagues may result in moves
becoming unsafe.
● Use a safe posture when moving and
positioning individuals, e.g. keep your legs and
feet slightly apart, keep your knees slightly
bent, do not stoop or twist, keep the load as
close to your body as possible. Not doing so
could result in you injuring your back and at
worst this may cause your body irreversible
damage.
● Be honest with yourself: if you’re unsure about
how to follow any of the above principles seek
advice from your manager and discuss these.
Not doing so could result in you not complying
with best practice and therefore not promoting
your health, safety and well-being as well as
that of the individuals and colleagues you work
alongside.
Research it
1.1 Sources of information
Research the range of sources of information
you can access in relation to moving and
positioning individuals you work with. For
example, this may include both internal and
external sources that are available to you.
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 Level 2 Diploma in Care
Evidence opportunity
1.1 Current legislation, national
guidelines, policies, procedures and
protocols in relation to moving and
positioning individuals
Write down the legislation, national guidelines,
policies, procedures and protocols relevant to
moving and positioning individuals.
AC 1.2 Summarise your
responsibilities and accountability
in relation to moving and
positioning individuals
Moving and positioning individuals is a
skilled and complex task that should never
be underestimated. As an employee you have
important responsibilities when moving and
positioning individuals including:
● maintaining your own safety and those of
individuals and others who you work with, e.g.
by ensuring that the there is enough space to
carry out the move safely
● upholding the individuals’ rights to dignity
and privacy whilst moving and positioning,
e.g. by ensuring that you close the door when
assisting an individual to move from their bed
and protect their dignity by ensuring they are
covered with a towel when being assisted with
getting dressed or undressed
● attending moving and handling training
provided by your employer, e.g. by ensuring
you participate in the training provided and ask
questions if there is any information you do not
understand or are unsure about
● only carrying out moving and handling
activities that you have been trained in and that
you are competent to carry out, e.g. by refusing
requests to carry out any activities you have not
been trained in or are competent to carry out
and reporting this to your employer
● complying with your work setting’s moving
and handling procedures and agreed ways
of working at all times, e.g. this includes
6
Reflect on it
1.1, 1.2 An individual you assist
Reflect on an individual you assist
with moving and positioning and the
responsibilities you have as an employee.
How do these compare with the listed
responsibilities above?
Evidence opportunity
1.2 Your responsibilities and
accountability in relation to moving
and positioning individuals
Write a summary discussing the
responsibilities and accountability you
have in relation to moving and positioning
individuals. You could also discuss this with
your assessor.
complying with all information, instruction
and training you have received from your
employer and ensuring your work practices
reflect these
● reporting and recording all hazardous moving
and handling activities, e.g. this includes
when you have identified unsafe practices or
equipment.
It is important that you know what your
responsibilities are and how to carry them
out in line with your employer’s agreed ways
of working, because it is your duty of care to
ensure individuals are kept safe when being
moved and positioned. You can therefore be held
to account if you do not do so. For example, if
you do not check that the hoist is fully charged
before using it and then it stops working while
you are moving and positioning an individual
from the toilet to their wheelchair then you
will be held accountable for your actions. Your
actions may have led to the individual’s dignity
being compromised and them being caused
unnecessary distress. This could therefore
result in you being reprimanded and even being
dismissed from your job.
 Move and position individuals (244)

AC 1.3 Describe health and safety
factors in relation to moving and
positioning individuals
Maintaining your health and safety and those of
the individuals and others you work with is, as you
will have learned, very important when moving
and positioning individuals and part of your duty
of care. The health and safety factors to consider
when moving and positioning individuals involve
asking yourself some questions. A suggested
checklist that includes some of the key questions
is included in Figure 1.1.

Moving and positioning – health and safety factors checklist

1. The moving and positioning activity

• What activity are you supporting the individual with; i.e. to transfer from a sitting to a standing
position, to move up the bed to transfer out of the bath onto their wheelchair?
• What is the purpose of the activity; i.e. to make the individual feel comfortable, to sit, to stand?
• Does the activity involve you bending and twisting? If so, how are you going to ensure that you
do not injure your back during the activity?
• Will you require any equipment such as a hoist to carry out the activity? If so, what checks are
you going to complete to ensure the hoist is clean and safe to use?

2. The individual being moved and positioned

• What is the individual’s weight and height?
• Can the individual weight bear?
• How much support will the individual require?
• How will you ensure that you meet the individual’s needs and not place them at risk of getting injured?
• How can you promote the individual’s independence during the moving and positioning activity?
• How can you support the individual’s privacy and dignity during the moving and positioning activity?

3. The environment where the activity will take place

• Is the environment where the activity is going to take place suitable?
• Are there any hazards in the environment that you need to be aware of i.e. a lack of space to
move around in, furniture that may restrict or make your movements awkward, a slippery floor
that may lead to you slipping over, a noisy or busy environment such as in a communal lounge
area where it is difficult to hear and maintain the individual’s privacy.
• Is the environment at a suitable temperature and comfortable? Too hot and you and others may
feel unwell and too cold or you and others may find it difficult to concentrate on the moving and
positioning activity.
• Is the environment clean and free from dust and debris? A clean working environment will mean
that your welfare, the individual’s and everyone else’s will be maintained because there will be
less of a risk of infections being passed on. Working in this way will also mean that you will be
promoting the individual’s dignity and respecting their rights to be supported in a comfortable
environment.

4. Your competence and those of others you work with

• Have you been trained to carry out the moving and positioning activity?
• Do you feel confident in your own abilities to carry out the activity safely?
• Are your colleagues who may be assisting you with the moving and positioning activity trained
and competent to do so?
• Are you and your colleagues fit and in good health to carry out the activity?
• Are you and your colleagues wearing suitable clothing to carry out the activity? i.e. flat, enclosed
shoes that provide you with support and stability and therefore minimise the risk of falling or
injuring the back, comfortable clothes i.e. loose clothes may become tangled in equipment and
lead to an accident occurring. Tight clothes may restrict movements.
• Have you and your colleagues planned the activity and discussed what you will need for it to be
carried out safely? I.e. sufficient time to plan the activity and discuss it with the individual, not
recovering from a recent back injury, having the required equipment in place

Figure 1.1 Health and safety factors in moving and positioning: an example checklist

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Level 2 Diploma in Care
6Cs
Competence
Competence when moving and positioning
individuals involves ensuring that you have
attended the training provided to you by
your employer. If the individual you care for
is also your employer then the training may
be provided by the individual and/or the
local authority. To carry out all moving and
positioning activities to a high standard you
must ensure that you comply not only with
the training you have completed but also with
your employer’s agreed ways of working, such
as by ensuring that you involve the individual
you are assisting with moving and positioning
and by checking that all equipment you use is
in good working order, clean and safe to use.
If you do not feel able to assist an individual
to move and reposition due to perhaps feeling
unwell or not feeling confident to do so then
you must not continue with the activity. You
must inform your manager or employer and
explain what support you require to do so
effectively.
Reflect on it
1.3 Your abilities
Reflect on a situation when you did not feel
confident in your abilities to deal with it. For
example, this may have been in relation to
working in a different way or using a new piece
of equipment. How did you feel? Why? What
did you do in this situation? Why?
8
Case study
1.2 , 1.3 Your responsibilities and
health and safety responsibilities
Pauline is an older lady who has recently
gained a lot of weight due to mobilising less
as a result of fracturing her hip. You and your
colleague are domiciliary carers and visit
her at home every morning to assist her to
get washed and dressed. As Pauline finds it
difficult to mobilise independently she uses a
hoist when transferring in and out of the bath.
This morning, your colleague Milla arrives at
Pauline’s house late and is not pleased with
you because you have waited for her to begin
assisting Pauline. You explain to Milla that
you waited for her because two people are
required to hoist Pauline out of the bath. Milla
insists that on occasions like today when she
is running late that this is not necessary and
tells you to go ahead and hoist Pauline on your
own just for today. Pauline agrees with Milla
and tells you that she doesn’t mind if you hoist
her on her own just today.
Discuss
1 What are your responsibilities when moving
and positioning Pauline?
2 What should you do in this situation? Why?
3 Was the suggestion that Milla made
appropriate? Why?
Evidence opportunity
1.3 Health and safety factors
relating to moving and positioning of
individuals
Provide a written account describing the
health and safety factors in relation to moving
and positioning of individuals.
You might like to think about the different health
and safety factors that you consider every time
you assist individuals to move and position.
 Move and position individuals (244)

LO1 Knowledge, skills, behaviours

Knowledge: what are the current legislation, national guidelines, policies, procedures and protocols relevant
for moving and positioning individuals?
Do you know what the Manual Handling Operations Regulations 1992 (amended 2002) say about moving and
positioning individuals?
Do you know of any national guidelines that are relevant for moving and positioning individuals?
Do you know what your employer’s policies and procedures say about your responsibilities when moving and
positioning individuals?
Do you know the good practice protocols to follow for maintaining individuals’ and your health and safety when
carrying out moving and positioning activities?
Did you know that you have just shown your knowledge of relevant legislation, guidelines, agreed ways of
working and good practice for moving and positioning individuals?
Skills: how can you show that you work in ways that comply with legislation, guidelines, agreed ways of
working and good practice?
Do you know how to minimise the risk of injuring your back when moving and positioning individuals?
Do you know what to do if you do not feel competent to use a hoist?
Do you understand your employer’s safe moving and handling procedures?
Did you know that you have just answered three questions about your skills when moving and positioning
individuals?
Behaviours: how can you show the personal qualities you have for supporting individuals with moving and
positioning?
Do you know how to enable an individual to be involved when moving and positioning them?
Do you know how to work safely with your colleagues when moving and positioning individuals?
Do you know how to respect an individual’s privacy and dignity during moving and positioning activities?
Did you know that you have just answered three questions about some of the essential behaviours that are
expected for supporting individuals with moving and positioning?

LO2 Understand anatomy and physiology in relation to

moving and positioning individuals
Getting started
Write down some brief notes about what you
understand from what is meant by ‘anatomy’
and ‘physiology’.
AC 2.1 Outline the anatomy and
physiology of the human body in
relation to moving and positioning
individuals
It is important that as an adult care worker
you are also aware of the related anatomy and
physiology of the human body so that you can
play an active role in reducing potential injuries
that may occur to, for example, your back and
joints when moving and positioning individuals.
Key terms
Anatomy refers to the physical structure of
the body that helps the body to move, i.e. the
bones, joints, muscles.
Physiology refers to the functions of the body.
Musculoskeletal system refers to the body’s
skeleton, bones, joints, ligaments, muscles.
The body’s skeleton
Two of the main functions of the skeleton are to
provide support to the body and enable balance
and movement. For example, without a spinal
column we would not be able to bend down or
stand up when moving and positioning individuals.
The spinal column consists of individual

9
 Level 2 Diploma in Care
bones called vertebrae stacked up one on top of the
other that give the spine a natural ‘S’ shaped curve.
Between the vertebrae there is cartilage, which
absorbs shock and allows the spine to move.
As shown in Figure 1.2, the vertebrae of the spine
are divided into the following regions: cervical,
thoracic, lumbar, sacrum and coccyx. The
vertebrae in the sacrum and coccyx are fixed and
do not allow movement, whereas the vertebrae in
the other regions do allow movement.
Atlas
7 cervical vertebrae Axis
12 thoracic vertebrae
5 lumbar vertebrae
Sacrum
Coccyx
Figure 1.2 The spinal column
Bones
The body’s skeleton is made up of bones. There
are four types of bones in the human body:
1 Long bones are made up of compact bone
which means they are dense and sturdy and
therefore can bear the greatest load, e.g. the
bones in our forearms, thighs, feet.
2 Short bones are made up of spongy bone which
means that they are not dense and are much
thinner and therefore less sturdy than long
bones, e.g. the bones in our wrists, ankles.
3 Flat bones are made up of large, flat surfaces
that are designed to protect the body’s organs
and enable muscles to attach themselves, e.g.
the bones in our ribs, shoulders.
4 Irregular bones are made up of bones that
aren’t long, short or flat, e.g. the vertebrae in
the spinal column, the bones in our skull.
10
When bones break or become fractured it is very
painful. It is important to carry out all moving and
positioning activities carefully and in line with
your employer’s agreed ways of working because
if an individual isn’t moved correctly and therefore
safely then this may result in fractures occurring.
There are different types of fractures that may occur:
● Simple or closed fracture: when there is a clean
break in the bones and the bones remain under
the skin, e.g. by an individual being gripped too
tightly when being supported to reposition.
● Compound or open fracture: when there is a
break in the bones and they protrude the skin’s
exterior, e.g. by an individual falling when being
supported to move from one position to another.
● Comminuted or severe fractures: when bones
are broken into several pieces, e.g. by the hoist
falling onto an individual.
● Greenstick fractures: when bones are broken
along one side only and there is a partial break,
e.g. by the individual being knocked against
their wheelchair when being lowered into it.
● Avulsion fractures: when bones are broken
by a piece being torn off from the main bone,
e.g. by an individual being pulled when being
supported to stand from a sitting position.
Joints
The bones in the body are linked together by joints
and there are three types:
1 The synovial joints are those that allow the
body to have different types of flexible and
free movement and there are six types: the
hip and shoulder joints (referred to as the ball
and socket joints) allow movement backwards,
forwards and in rotation; the knee and elbow
joints allow movement in one direction only
and there is no rotation (referred to as hinge
joints); the wrist and ankle joints allow the
bones to slide over each other (referred to as
Reflect on it
2.1 Your own experience
Reflect on an occasion when you or someone
you know fractured a bone. How did this
happen? How could this have been avoided?
 Move and position individuals (244)
the sliding/gliding joints); the joint in the neck
allows the head to turn from side to side and in
rotation (referred to as the pivot joint); the joint
in the thumb allows movement downwards and
in rotation (referred to as the saddle joint); and
some joints in the wrist allow movement along
two axes (referred to as condyloid joints).
2 The cartilaginous joints are those where the
bones are joined together by cartilage and
Ball and socket joint
Condyloid joint
Saddle joint
Figure 1.3 Types of synovial joint
allow the body to have some slight movement.
For example, the bones between the ribs and
the bones that make up the spinal column.
3 Fixed joints are those that do not allow any
movement to take place between some bones
in the body. For example, the bones that are in
the skull.
Hinge joint
Pivot joint
Gliding joint
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 Level 2 Diploma in Care
Joints and bones are held together by ligaments
and forcing a joint beyond its natural range of
movement such as by twisting, dragging or
stretching can result in sprains occurring. It is
important therefore to avoid moving yourself and
individuals in this way when carrying out moving
and positioning activities.
Muscles
The bones and joints in the human body need
muscles to help them move. Muscles are
attached to bones by tendons and work by
contracting or becoming shorter, i.e. when a
muscle contracts it pulls on the bone which if
attached to a joint, causes the joint and therefore
the body to move. There are three different types
of muscles:
1 Skeletal: this muscle type moves the bones in
the body by contracting and relaxing.
2 Cardiac: this muscle type enables the heart
to pump blood around the body by contracting
and relaxing.
3 Smooth: this muscle type enables organs in
the body such as the stomach and the bladder
to carry out their functions by expanding and
relaxing.
If a muscle or tendon is forced to contract too
strongly then it may overstretch and become torn
such as by pulling or by making sudden movements
during a moving and positioning activity.
Key terms
Cartilage is tissue found in joints between
bones and acts as a cushion such as in elbows
and knees.
Muscles are attached to bones.
Ligaments connect bones to support a joint.
Tendons connect muscles and bones.
12
Research it
2.1 Types of muscles
Research one type of muscle that is found in
the body. Draw a diagram that shows how this
type of muscle works in one area of the body.
For example, you may choose to focus on the
muscles in your arm or in your leg.
You will find the following website a useful
source of information: www.innerbody.com/
image/musfov.html
Evidence opportunity
2.1 Anatomy and physiology of the
human body in relation to moving and
positioning individuals
Provide a written account outlining the
anatomy and physiology of the human body in
relation to moving and positioning individuals.
You might like to think about the role of
muscles, bones and joints when moving and
positioning individuals from a sitting to a
standing position.
AC 2.2 Describe the impact
of specific conditions on the
movement and positioning of an
individual
As you have learned, moving and positioning
individuals requires you to be knowledgeable
about the human body so as to ensure that all
moves are carried out safely and without the risk
of injury to yourself, individuals and/or others. It is
also important to take into account any conditions
individuals have as these may also affect how you
move and position them. Table 1.2 includes some
examples of specific conditions, but remember
each person is an individual and therefore how
their condition affects them when moving and
positioning will be unique to that person. This is
why it is important to always carry out preparatory
checks including reading an individual’s care plan
and moving and handling risk assessment. You will
learn more about how to do so effectively in AC 3.1.

Table 1.2 The impact of specific conditions when moving and positioning
Specific condition
Arthritis: causes pain and
inflammation in a joint.
There are two types:
• Osteoarthritis – the most
common type of arthritis
in the UK. It is a condition
that causes joints to
become painful and stiff.
• Rheumatoid arthritis – a
condition that causes
pain, swelling and
stiffness in the joints.
The symptoms usually
affect the hands, feet
and wrists.
Amputation: the loss of
a limb or part of a limb
through for example an
accident or infection
Cerebral palsy: a general
term used to cover several
neurological conditions
Dementia: a general term • An individual with dementia may find that this condition leads to them having
used to cover conditions
that affect the memory and
the ability to carry out day-
to-day activities
Move and position individuals (244)
Impact on the movement and positioning of an individual
• Pain may be caused when joints are moved therefore all moves must be carried
out carefully. It is important not to make any sudden or jerky movements or
to hold onto the affected area too tightly when moving and positioning them.
Sometimes, sheepskin protectors can be placed over the joint that’s painful, i.e.
the individual’s ankle or wrist, which acts as a cushion and protects it from being
harmed.
• Swelling and inflammation can result when joints are moved so moving and
handling equipment such as hoists can reduce the strain that is placed on the
joints during moving and positioning activities.
• The individual may experience stiffness in the joints and therefore it is important
when moving and positioning the individual that their joints are not moved
beyond the range where it is comfortable for the individual to ensure that pain
and distress are minimised.
• Some individuals who have had a limb or part of a limb amputated may use a
prosthesis (i.e. an artificial limb). It is important to be aware of this so that you
know how to support an individual with a prosthesis, i.e. will this be fitted before
or after the move, will you be required to support the individual to do so?
• An individual’s muscle strength may be stronger on one side of their body than
the other where the amputation has occurred. It is important to be aware of this
because this may affect the individual’s balance when moving and positioning.
• An individual’s range of movement of their joints may be different; it may be more
restricted where the individual has had an amputation. Again, you will need to
take this into account when supporting the individual so that you provide them
with sufficient support to carry out the move safely and comfortably.
• An individual’s balance and coordination may be affected and these may become
worse when the individual is trying to carry out specific activities such as moving
and positioning. It is important to be aware of this and to allow sufficient time for
the individual to move and position at their own pace.
• An individual’s muscles may be affected such as by causing movements to be
slow, or involuntary spasms. Taking this into account will be important when
moving and positioning individuals in terms of knowing the type of support the
individual will require.
• An individual may find it difficult to move in terms of stiffness which may result in
their joints being rigid or their limbs not extending fully. Taking this into account
when moving and positioning the individual will minimise their pain and distress.
difficulties with mobilising. This may make the individual more prone to falling or
losing their balance. It is important that you take this into account when providing
support to the individual.
• An individual with dementia may find that they experience memory loss.
Therefore, they may forget where they are moving or positioning to; you may find
that you will need to repeat this to them or show them where they are going so
that they cooperate with the move.
• An individual with dementia may find it difficult to understand what you are
communicating. It is important that when explaining the move or positioning to
them you do so using short and clear phrases and language they understand.
➜
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 Level 2 Diploma in Care
Table 1.2 The impact of specific conditions when moving and positioning continued

Specific condition Impact on the movement and positioning of an individual

Hearing loss: a partial or • An individual with hearing loss may wear a hearing aid. It is important
total inability to hear that you ensure that the individual is wearing their aid when moving and
positioning them and that it is working otherwise they may not be able to
communicate with you effectively.
• An individual with hearing loss may require you to stand in front of them when
explaining to them how you are going to support them to move or position.
• An individual with hearing loss may find it easier to interact with you in an
environment that is not busy or noisy. When moving and positioning them you
may find that there is too much background noise and you can minimise this
by for example turning the radio off or closing the open window.
Huntington’s disease: a • An individual’s movement may be affected by this condition, which causes them
condition that causes the to have difficulties controlling their movements. An individual may find it difficult
death of brain cells and to do what they want their body to do such as sit down or stand up.
prevents different parts • An individual’s behaviour may be affected by this condition. The individual may
of the brain from working become irritated and frustrated. It is important to allow the individual time when
properly moving and positioning and be patient as they may have to try several times to
move or reposition themselves.
• An individual’s memory may be affected. If an individual does experience memory
loss then you will need to check their understanding of how you are going to
support them.
Misuse of substances such • An individual who has misused a substance may not be able to fully understand
as alcohol, drugs you when you communicate with them. It is important you check their
understanding before supporting them so that you can ensure this is done safely
and that they are cooperating with the move.
• An individual who has misused a substance may become angry or aggressive.
It is important that you avoid placing yourself or others in an abusive situation.
Should this behaviour occur then you will not be able to continue with the moving
and positioning activity.
• An individual who has misused a substance may find it difficult to coordinate their
movements and may have difficulties maintaining their balance. Ensuring the
individual is supported will minimise the risk of them falling or injuring themselves
or others.
Multiple sclerosis: a • An individual who has MS may experience muscle spasms, stiffness and
condition that affects your weakness. It is important you are aware of these to minimise any risks of falls
brain and spinal cord when an individual is moving and positioning.
• An individual who has MS may experience difficulty with balance and
coordination. It is important that you take your time when supporting an
individual when moving and positioning and that you are aware of these
symptoms that may make moves difficult.
• An individual with MS may experience pain when mobilising so it is important
to ensure that an individual is comfortable when moving and that you take into
account that it may be very painful for them to do so.
➜

14

Table 1.2 The impact of specific conditions when moving and positioning continued
Specific condition
Muscular dystrophy: a
condition that leads to the
loss of muscle mass and
therefore weakness
Parkinson’s disease: a
long-term degenerative
disorder of the central
nervous system
• An individual with Parkinson’s disease may experience fatigue and dizziness.
Stroke: a serious medical • An individual who has had a stroke may experience weakness in their muscles.
condition that occurs when
the blood supply to part of
the brain is cut off
Sight loss: a partial or total • An individual with sight loss may not feel confident when moving around. You will
inability to see
Move and position individuals (244)
Impact on the movement and positioning of an individual
• An individual with MD may have difficulty with their mobility such as walking and
standing or lose their ability to walk and stand and may use a mobility aid such
as a wheelchair. The equipment that the individual will require must therefore
be taken into account prior to supporting them to move and position, e.g. hoist,
sling, transfer board.
• An individual with MD may experience weakness in their leg muscles or their
muscles in their upper back making it more difficult for them to mobilise
independently and without support.
• An individual with MD may also experience pain when carrying out some
movements such as lowering themselves into a chair or lifting themselves out of
the bath. It is important to be aware of these symptoms so that you can minimise
the pain the individual experiences.
• An individual with Parkinson’s disease may experience tremors that can make
moving and positioning activities difficult due to the individual perhaps losing
their balance and falling.
• An individual with Parkinson’s disease may experience rigidity that may make
their movements very slow. Encouragement to continue and patience are
important when providing support to the individual as the individual may also be
feeling frustrated.
Both may lead to the individual having poor concentration and may lead to falls
while moving and positioning.
This may for example make one side of their body, arm or leg very weak. It is
important to take this into account when supporting an individual to move safely
from one position to another.
• An individual who has had a stroke may experience difficulties with their balance;
they may also feel dizzy. It is important therefore when supporting an individual
such as from a sitting to a standing position that the individual is not rushed and
is supported so that they do not get dizzy or feel unsteady.
• An individual who has had a stroke may experience tiredness and may get tired
quickly particularly if they are moving around for a long time. It is important to
check with the individual how they are feeling and if necessary to stop for a while
before continuing with the move.
need to ensure that you provide them with encouragement and support when
mobilising.
• An individual with sight loss may find moving from one position to another
confusing and unsettling. You can help them by orientating them with their
surroundings to ensure they know where the location of items are, i.e. their bed,
their chair, their door etc.
• An individual with sight loss may rely on interacting with you verbally; remember
they will not be able to pick up your non-verbal communication cues such
as your facial expressions and body language. You can help to enhance your
communication with them by explaining clearly how you are supporting them and
why, where they are moving from and to.
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 Level 2 Diploma in Care

Research it
2.2 Rheumatoid arthritis
Research the complications that may arise
with rheumatoid arthritis. You will find
the following website useful: www.
nhs.uk/conditions/Rheumatoid-
arthritis/#complications-of-rheumatoid-
arthritis
Produce an information leaflet that describes
how this condition can impact on moving and
positioning an individual.

Evidence opportunity Reflect on it

2.2 Impact of specific conditions on
the movement and positioning of an
individual
Provide a written account describing the
impact of specific conditions on the movement
and positioning of an individual.
2.2 Individuals with specific
conditions
Reflect on two individuals who you work with
and who have different and specific conditions.
How do their conditions impact on how they
move and position themselves? Discuss with
a colleague the support they require when
moving and positioning and the reasons why.

LO2 Knowledge, skills, behaviours

Knowledge: what do you know about anatomy and physiology in relation to moving and positioning
individuals?
Do you know what the functions are of the body’s skeleton?
Do you know how you can prevent bone fractures when moving and positioning individuals?
Do you know how an individual who has had a stroke can be supported to move and position safely?
Did you know that you have just shown your knowledge of why having an understanding of anatomy and
physiology is essential for safe moving and positioning?
Skills: how can you show that you can move and position individuals safely in line with their specific
conditions?
Do you know how to prevent injury to an individual with MS who has muscle spasms and stiffness when moving
and positioning them?
Do you know how to prevent injury to the joints of an individual who has arthritis when they move and position?
Do you know how to communicate with an individual with sight loss when moving and positioning them?
Did you know that you have just demonstrated some of the skills required to support individuals with specific
conditions when moving and positioning?
Behaviours: how can you show the personal qualities you have when moving and positioning individuals?
Do you know how to maintain a good level of understanding of anatomy and physiology when moving and
positioning individuals?
Do you know how to be patient when supporting individuals with specific conditions to move and position?
Do you know how to show your empathy towards an individual who may be in pain when moving and positioning?
Did you know that you have just demonstrated some of the essential behaviours required to support individuals
when moving and positioning in line with anatomy and physiology?

16
 Move and position individuals (244)

LO3 Be able to minimise risk before moving and positioning

individuals

AC 3.1 Carry out preparatory An individual’s care plan will be reviewed

checks using a) the individual’s
care plan and b) the moving and
handling risk assessment
Before moving and positioning an individual it
is important that you are able to find and read
through their care plan as well as their moving
and handling risk assessment because these
documents will provide you with all the necessary
information you require to carry out the move
safely and in line with your employer’s agreed
ways of working. You will be observed carrying out
these preparatory checks for this AC.
The individual’s care plan will provide specific
information that is unique to the individual such
as in relation to their strengths, weaknesses, the
specific conditions they have and how they must
be taken into account, the support they require
such as for sitting or standing, any equipment
they use to move and position such as a hoist or
a walking frame. Figure 1.4 shows an example of
the type of information an individual’s care plan
may contain in relation to their mobility.
regularly; at least every month or more often
if a change to an individual’s needs or support
is required. Not knowing about these changes
may result in you injuring the individual or
not following your employer’s agreed ways of
working. This is why it is important to check an
individual’s care plan every time you support them
with moving and positioning because an important
change may have occurred that you need to be
aware of. For example, perhaps the individual has
had a fall and has injured their arm or perhaps
they are using a new or different piece of moving
or handling equipment. Never assume that an
individual’s moving and positioning requirements
will always stay the same because they may not!
Reflect on it
3.1a Individual’s care plan
Reflect on an individual’s care plan that you
have referred to when supporting them to
move and position. What information does it
contain in relation to moving and positioning
the individual? When do you check it? Why?

Care plan – my mobility requirements

Name: Amy X

Date of plan: 20/06/2018

Specific requirements: I have cerebral palsy. I have good days and bad days. On good days I like to be
independent and use my walking rollator. On bad days I can have involuntary muscle
spasms and feel very stiff which means that it is painful when I move around and I
use my wheelchair.

Moving and handling support: When I am using my walking rollator ensure that there are no trip hazards in my flat.
When I am using my wheelchair ensure that I am supported by two carers at all times
when moving and positioning. As I am likely to be in a lot of pain I will need more
time to move and position.

Figure 1.4 Amy’s care plan

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 Level 2 Diploma in Care
The individual’s moving and handling risk
assessment must be checked together with the
individual’s care plan because it will provide
important information on how to move and
position the individual safely. Doing so beforehand
will ensure both the individual, you and any others
involved stay safe because moving and handling
risk assessments help to identify any hazards that
have the potential to cause injury or harm and the
actions that can be taken to prevent them from
doing so. It is important therefore to also read
through an individual’s moving and handling risk
assessment carefully so that you fully understand
what is required of you. If you do not understand
something or do not feel confident about
supporting the individual to move and position
then you must ask someone who does; this may
be your manager or if you work on your own your
employer or their representative. Figure 1.5 shows
an example of an individual’s moving and handling
risk assessment.

My moving and handling risk assessment

Name: Amy X

Date of assessment: 20/06/2018

Review date: 20/07/2018

My information

Body build: Average

Body strength: I have spasms that cause stiffness and pain

Communication: I prefer to communicate verbally

Risk of falls: Yes

Moving and handling tasks

Tasks and methods to use: • To get in/out of bed – two carers needed
• To get in/out of wheelchair – two carers needed
• To get in/out of bath – two carers needed
• To sit/stand – two carers needed

What I can do for myself: • Position myself in bed

• Swing my wheelchair’s footplates round when I get in my wheelchair
• Operate the hoist to get in/out of the bath
• Position myself when sitting/standing

Support required: • Position my rollator/wheelchair close by

• Check for trip hazards when moving
• Place the sling around me when using the hoist
• Encourage me to move/position safely

Risk factors: • Trips/falls

• Small space to move in bathroom
• Pain and stiffness when moving

Signatures

Carer’s name and signature: Liza McDonald

Individual’s name and signature: Amy Jux

Figure 1.5 Amy’s moving and handling risk assessment

18
 Move and position individuals (244)
Research it
3.1b Moving and handling risk
assessments
Carry out some research in the setting where
you work. Find two individuals’ moving and
handling risk assessments. How do they
compare? Is the information they contain the
same or different? Why? How do you use this
information when supporting these individuals
to move and position? Discuss your findings
with a colleague.
Evidence opportunity
3.1a, 3.1b Carry out preparatory
checks using the individual’s care
plan and the moving and handling risk
assessment
You will need to arrange to be observed
carrying out preparatory checks using the
individual’s care plan and the moving and
handling risk assessment.
You could, for example, identify a moving and
positioning task that an individual requires
your support with. Before carrying this out
check the individual’s care plan and moving
and handling risk assessment. Ask someone
who knows you such as your assessor or
employer to observe you doing this.
AC 3.2 Identify any immediate risks
to the individual
Carrying out preparatory checks using the
individual’s care plan and moving and handling
risk assessment is one way of identifying any
risks to the individual, but remember there may
be other risks to the individual that may arise
and that have not been recorded because they
are unplanned such as for example the individual
or you not feeling unwell. Below is a useful
checklist for other factors that you can consider
before moving and positioning individuals that will
help with minimising any immediate risks to the
individual that may arise. For this AC you will be
observed identifying any immediate risks to the
individual before moving and positioning them.
Checklist for minimising immediate
risks when moving and positioning
individuals
The individual
● Has there been any changes to the individual’s
physical or emotional health that may affect
you moving and positioning them?
● Ask the individual to communicate the support
they require. If the individual’s understanding
has changed, report the changes before
moving and positioning them.
● Do you have any other concerns about the
individual’s well-being? If so, report your
concerns before moving and positioning them.
The task
● Have you been asked to carry out a task that
you do not feel competent to do? If so, don’t
carry out the task and report your concerns to
your manager or employer.
● Have you been asked to use a piece of
equipment you have not been trained to use?
If so, don’t carry out the task and report your
concerns to your manager or employer.
● Have you been asked to carry out a task that
does not follow the individual’s care plan? If
so, don’t carry out the task and report your
concerns to your manager or employer.
The environment
● Have you checked the space where you are going
to carry out the task? Is it too small for you move
around in it comfortably or too dark for you to
see? Or too noisy for you to communicate in?
If so, don’t carry out the task and report your
concerns to your manager or employer.
● Have you checked the environment for any
hazards? Have you removed these hazards so
they no longer pose a risk?
● Have you checked the environment for privacy?
Are you able to carry out the task in private?
You and others
● Have you checked who you will be working with
to support the individual? Do you know each
other’s responsibilities during the task?
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 Level 2 Diploma in Care
● Do you and others you work with know how to
carry out the task safely?
● Do you know of any factors that may prevent
you or others from carrying out the task safely
such as stress, fatigue or not having sufficient
time? If so, report your concerns to your
manager or employer.
AC 3.3 Describe the action to take
in relation to identified risks
Once the risks to the individual have been
identified, measures need to be put in place
to reduce the harm that they could potentially
cause to the individual, you and others. For
example, it may be identified that for an
individual who is obese, care workers may be
at risk of injuring their backs or the individual
when supporting the individual to sit/stand.
These risks could be minimised by ensuring that
support is provided by three care workers, by
using a hoist and by encouraging the individual
to do as much for themselves as possible.
Reflect on it
3.2 Risks to individuals
Reflect on an occasion when a risk to an
individual was not identified prior to moving
and positioning them. What happened? How
did this impact on all those involved? What
could have been done differently?
Evidence opportunity
3.2 Identify any immediate risks to
the individual
You must arrange to be observed during this
activity, identifying any immediate risks to the
individual.
You could identify an individual you support
to move and position in the setting where you
work. Discuss with the individual and your
assessor any immediate risks. You could ask
the individual’s representative or a colleague
to observe your discussion and provide you
with feedback. What did you learn? How could
you improve next time?
20
On other occasions it may not be possible to
minimise the risks to this extent. For example,
if you are supporting an individual who lives in
their own home and their bathroom is very small
there is nothing you can do to change the space
you are working in which may mean that it may
be difficult and awkward to move safely, i.e. you
may have to twist and bend your back awkwardly.
However, you could think about whether there
is any equipment that the individual can use
that may be more appropriate than you trying
to support them to move and position such as a
ceiling hoist. In this situation always follow your
employer’s agreed ways of working and do not
carry out a task that you do not feel competent
or trained to do; failure to do so may result in you
injuring yourself or harming the individual.
Similarly, you may have carried out all your
preparatory checks prior to moving an individual
and suddenly during the task the individual
collapses unexpectedly. In these circumstances,
you must call for help immediately and you must
not continue with the activity. You must also
record what happened afterwards, including the
actions you took; your employer will ask you to fill
out an incident form. It is important to complete
the incident form fully because it is a permanent
record of how you have supported the individual
with the task and will confirm that you have acted
in a safe and competent manner.
Reflect on it
3.3 Actions to take
Reflect on the small bathroom example above.
How else could you minimise the risk of you
twisting and bending when working in a small
space? What other actions could you take?
Evidence opportunity
3.3 Actions to take in relation to
identified risks
Describe to your employer the actions to take
in relation to two identified risks when moving
and positioning individuals you support. Or you
could provide a written account describing this.
 Move and position individuals (244)
AC 3.4 Describe the action to take if
the individual’s wishes conflict with
their care plan
As you will have learned, checking and
following an individual’s care plan and moving
and handling risk assessment is essential for
ensuring the individual’s safety and for ensuring
that you are complying with your employer’s
agreed ways of working. But what happens if
it states in an individual’s care plan that the
individual must be hoisted when moving from
their bed to their chair and the individual refuses
to be hoisted and asks instead to be moved by
two staff? How would you deal with this conflict
that exists between what an individual’s care
plan states and the individual’s choice to not use
the hoist when being moved?
Let’s first think about the consequences of not
following an individual’s care plan. These could
include:
● putting yourself, the individual and others
involved in the move at risk in terms of your
safety, i.e. the individual may fall, you or your
colleague may injure your back
● not complying with your employer’s agreed
ways of working or moving and handling
policies and procedures, which may lead to
you being dismissed from your job.
Let’s now think about the consequences of not
respecting an individual’s wishes. These could
include:
● the individual not being treated as a unique
person
● the individual feeling that you are being
disrespectful because you are ignoring their
wishes
● the working relationship you have with
the individual being devalued because the
individual may feel you are undermining
them because you are not respecting their
wishes and human right to make their own
choices.
Reflect on it
3.4 Respecting an individual’s
wishes and choices
Reflect on how you respect an individual’s
wishes and choices when moving and
positioning them. What support do
you provide? Why? What would be the
consequences of not doing so? Why?
So, what action can you take if the individual’s
wishes conflict with their care plan? In the
first instance you should read through your
employer’s agreed ways of working, which will
guide you with taking the correct action in this
situation. You could also consider taking the
following action that may help you to manage
these types of conflicts that may arise effectively:
● Discuss the conflict with the individual, i.e. find
out what they disagree with in their care plan
and why. Perhaps an individual tells you that
they are scared when they are being hoisted.
If you know this, then you can provide them
with additional reassurance about their safety.
You could also perhaps spend time with them
practising using the hoist by involving them
as much as possible. In this way you will be
encouraging the individual to overcome their
fear of using the hoist.
● Discuss your responsibilities with the
individual, i.e. explain what your employer’s
agreed ways of working state and why it is
important for you to follow these. Perhaps
an individual who refuses to be supported by
carers when moving and positioning does not
understand the safety aspects involved when
being moved and positioned and your duty of
care to protect them from being harmed. If you
ensure the individual understands this, the
individual may become more cooperative and
decide that they do want to be supported.
● Discuss the consequences of an individual’s
wishes, i.e. explain the consequences to the
individual if their wishes conflict with their care
plan so that they can understand these and
make their own informed decisions.
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 Level 2 Diploma in Care
● Record all discussions and actions you have
taken, i.e. record all relevant information
in the individual’s care plan to include for
example what you have discussed and
explained to the individual, the decisions the
individual made and the actions you have
taken as a result. The information you record
must be written clearly so that it can be
understood by others such as your colleagues
who may need to access it.
● Report the conflict, i.e. this may be to your
manager or the individual’s representative
if the individual is your employer. You must
include all relevant information. You could
also seek further advice and guidance
from your manager or the individual’s
representative if you are unable to resolve the
conflict or you think that your safety or that of
the individual or others you work with may be
compromised.
Remember, how you approach and manage the
conflict is also very important. Being sensitive,
empathetic and making time to listen and
understand the individual’s situation will show
that you genuinely care and therefore will more
than likely lead to a positive outcome.
6Cs
Care
Care when moving and positioning individuals
involves paying careful attention to how you
do this so that you can be sure that you are
making a positive difference to individuals’
lives. For example, this involves taking
into account the individual’s wishes and
considering how you can communicate with an
individual when their wishes conflict with their
care plan to ensure that you are respectful and
value them as a unique person. By involving an
individual as much as possible when moving
and positioning the individual not only will the
individual feel dignified and that they are in
control of their support but the individual will
also be able to develop their independence and
potential by for example learning new skills
and increasing their confidence.
22
Research it
3.4 Agreed ways of working and
individual wishes
Research your employer’s agreed ways
of working for moving and positioning
individuals. What do they say about the actions
to take if an individual’s wishes conflicts with
their care plan?
Evidence opportunity
3.4 Describe the action to take if the
individual’s wishes conflict with their
care plan
Provide a written account describing the
actions to take if an individual’s wishes conflict
with their care plan. You could draw a flow
chart ensuring you describe the action to
take where you work if an individual’s wishes
conflict with their care plan.
AC 3.5 Prepare the environment
ensuring a) adequate space for the
move and b) potential hazards are
removed
You will be observed for this AC preparing the
environment by ensuring that there is adequate
space for the move you plan to carry out and that
any potential hazards are removed.
Adequate space
Being able to minimise the risk of injuries and
accidents involves having adequate space to carry
out the move. You will only know if the space is
adequate if you visually check this before you
support the individual to move and position.
For example, you could check the space that is
available:
● around the individual, i.e. if the individual uses
a wheelchair is there sufficient space to move
the wheelchair safely? If the individual wishes
to move from their chair to their bed, does the
individual have sufficient space to do so?
 Move and position individuals (244)
● for you, i.e. is there sufficient space for you
to stand by the individual and support them Slippery floors
to move without feeling cramped? Is there that may
sufficient space for you to bend and turn to cause slips
carry out the move safely?
Poor lighting
● for your colleagues, i.e. is there sufficient and dark Big furniture
space for you and your colleague to carry out areas that may that may prevent
the move safely? Is there sufficient space for cause trips free movement
you and your colleagues to work together and slips
comfortably? Potential
● for the equipment used, i.e. if an individual hazards
uses a walking frame, is there sufficient
space to place the walking frame in front of
Clutter that
the individual? If the individual uses a hoist, Steps that
may lead to
is there sufficient space to operate the hoist may cause trips
cramped spaces
safely?
Debris on the
Preparing the environment ensuring that there is floor that may
adequate space for the move will mean that the lead to the spread
individual, you and your colleagues will be able to of infections
move safely and comfortably.

Figure 1.6 Potential hazards in the environment

Removal of potential hazards
Removing potential hazards before carrying out
a move is essential for minimising the risks of
the individual, you or others slipping or falling
over. Potential hazards can increase the risks of
accidents occurring and therefore must be removed
when identified. Figure 1.6 includes examples of
potential hazards you may come across.
Reflect on it
3.5a Adequate space for the move
Reflect on an occasion when you or someone
you know were in a very small space and
felt uncomfortable? How did not having
sufficient space affect how you were feeling?
Could you have changed the amount of space
available? If so, how? If not, why? Provide a
reflective account.
Remember that if, once you have completed your
visual checks, you decide that more space can
be created by moving furniture and/or that the
removal of furniture is required to carry out the
move safely, then ensure you have the individual’s
permission to do so. This includes agreeing
where to place them during the move as well as
always returning all furniture moved to its original
location. This will show the individual that you
respect them and their environment; after all it is
their home not yours!
Research it
3.5b Potential hazards
Research a moving and handling risk
assessment that has been completed with
an individual. Identify the potential hazards
that must be removed prior to the move. How
can you do this effectively whilst remaining
respectful to the individual and their
environment?

23
 Level 2 Diploma in Care
Evidence opportunity
3.5 Preparing the environment
You will need to arrange for someone to observe
you preparing the environment ensuring that
there is adequate space for the move and that
potential hazards are removed.
AC 3.6 Apply standard precautions
for infection control
Standard precautions refer to the ways of working
that adult care workers must follow when carrying
out a work task where there is a risk of infection.
You will be observed for this AC applying standard
precautions for infection control; additional
information about reducing the spread of infection
can be obtained from the mandatory unit, 210
Health, safety and well-being in care settings.
Moving and positioning individuals is a task that
carries a high risk of infection because it involves:
● you and others being in close bodily contact
with individuals; the risk for the spread
of infection is therefore high if you or the
individual is unwell or if you do not maintain a
good level of personal hygiene
● you being in direct contact with individuals’
bodily fluids, i.e. when supporting an individual
to move and position in and out of the bath
you may come into contact with their urine or
saliva, which can carry infection
● you being in direct contact with equipment
used during moving and positioning, i.e. when
supporting individuals to move and position
you may use a hoist, a sling, a walking frame
or a wheelchair that can carry infection if not
cleaned thoroughly before use.
Why standard precautions are
important
● Standard precautions create a protective
barrier between you and others to prevent the
spread of infections.
● They raise awareness of how to control the
spread of infection.
● They enable adult care workers to comply with
the law and their employer’s agreed ways of
working for infection control.
24
You could, for example: for an individual that
you support with moving and positioning
prepare the environment ensuring that there
is adequate space and that potential hazards
are removed. Discuss the process you went
through with your assessor.
Applying standard precautions
Before moving and positioning individuals you
can apply standard precautions for infection
control by:
● Effective hand washing: it is important to wash
your hands thoroughly every time before you
move and position an individual and after you
come into contact with bodily fluids so that you
do not spread infection.
● Wearing protective clothing: it is important
to wear the protective clothing that your
employer has provided to you for carrying out
your day-to-day tasks because this acts as
a protective barrier between you and others
for the spread of infection. When moving and
positioning individuals you may be required to
wear a disposable apron over your clothing or
uniform as well as disposable gloves. Wearing
an apron and gloves means that you will be
protecting the individual from infection as
well as yourself: both these items prevent
the spread of infection as they do not allow
harmful bacteria that cause infection to
spread.
● Cleaning equipment: it is important that
all equipment you use when moving and
positioning individuals is clean before it is used
so that harmful bacteria that cause infections
are not spread to you and the individuals you
support. It is important therefore that you
read through the manufacturer’s instructions
and your employer’s agreed ways of working
for how to do this effectively for each piece
of equipment you use when moving and
positioning individuals.
● Maintaining good personal hygiene: it is important
that you maintain a good level of personal
hygiene. Not only will this be more pleasant for
the individuals you are supporting to move and
 Move and position individuals (244)
position, because you are going to be in close
contact with them, but you will also be playing
your part in reducing the spread of infections
where you work. For example, this involves
wearing clean clothes or uniform, ensuring your
hair is kept clean and your nails are kept short.
● Being aware: it is important that you know
about how infections can spread when moving
and positioning individuals, including your
responsibilities and your employer’s. For
example, you are responsible for ensuring that
when moving and positioning individuals you
do so safely and your employer is responsible
for providing you with protective clothing.
Research it
3.6 Hand washing technique
Research the hand washing technique that
you must use where you work before moving
and positioning individuals. Do you always
use this technique? Write down your findings,
especially the key points to remember.
Reflect on it
3.6 Consequences of not applying
standard precautions
Reflect on the consequences of not applying
standard precautions for infection control
when moving and positioning individuals
where you work.
Evidence opportunity
3.6 Apply standard precautions for
infection control
Identify an individual that you are preparing
to support to move or position. Show your
assessor the standard infection control
precautions you apply. Ask your assessor for
feedback. Were these standard precautions
effective? Why?

LO3 Knowledge, skills, behaviours

Knowledge: do you know how to minimise risk before moving and positioning individuals?
Do you know what documents you can refer to before moving and positioning individuals and why these are important?
Do you know how to identify any immediate risks to the individual before the move?
Do you know what to do if an individual’s wishes conflict with their care plan?
Do you know what standard infection control precautions are and why they are important?
Did you know that you have just shown your knowledge of how to reduce the risks before moving and positioning
individuals?
Skills: how can you show the preparatory checks to carry out before moving and positioning individuals?
Do you know how you can prepare a safe environment for individuals before moving and positioning them?
Do you know what to check for when assessing whether there is adequate space to move an individual?
Do you know what action to check if you identify potential hazards in the environment before you move an individual?
Do you know how to apply standard precautions for infection control before moving and positioning an individual?
Did you know that you have just demonstrated some of the skills required to support safe moving and positioning
of individuals?
Behaviours: how can you show the personal qualities you have when you’re minimising the risks to individuals
before moving and positioning them?
Do you know how to empathise and genuinely care about an individual whose wishes conflict with their care plan?
Do you know how to actively listen when seeking advice from your employer or manager?
Do you know how to be thorough when reading your work setting’s infection control procedures when moving
and poisoning individuals?
Did you know that you have just demonstrated some of the essential behaviours required to minimise risk
effectively before moving and positioning individuals?

25
 Level 2 Diploma in Care
LO4 Be able to move and position an individual
AC 4.1 Confirm the individual’s
identity and obtain valid consent
Being able to move and position individuals
involves treating them in a caring and respectful
way. Before moving and positioning individuals
you must confirm who the individual is and then
obtain their consent to be moved and positioned;
doing so will mean that you are fulfilling your
duty of care to move and position them safely
and respecting their wishes. You will be observed
doing this for this AC.
Confirming the individual’s identity is essential
for ensuring that you will be providing the
individual with the type of support they require.
You can check the individual’s identity by
referencing their care plan and moving and
handling risk assessment. The individual’s care
plan can contain different pieces of information
to help you confirm the individual’s identity such
as the individual’s full name, date of birth, room
number if they live in a residential care setting
and/or a current photograph. You can also
check this information with the individual and/
or their representative if the individual is unable
to because of for example a condition such as
dementia.
Before moving and positioning an individual you
must also obtain their valid consent; in other
words you must obtain their permission to be
moved or positioned. Doing so means that you will
be respecting the individual’s human rights whilst
also working in an ethical way.
Reflect on it
4.1 Identity
Reflect on the different ways you use to check
an individual’s identity prior to an activity. Why
is it important to do so before you move or
position an individual?
26
For consent to be valid it must be:
● voluntary: the individual must be able to
give their permission freely without being
influenced such as by you or a family member.
In other words, the decision the individual
makes must be their own
● informed: the individual must receive all the
information that is required and relevant. For
example, when asking an individual whether
you can use the hoist to move them you can
explain to the individual what the move will
involve, how you are planning to do it, why you
will be using the hoist, the benefits and risks
involved, any other equipment that can be used
instead of the hoist, what will happen if they
don’t agree.
The individual must also then have the capacity
to make their own decision. This means that
they must be able to understand the information
you have provided, i.e. of the benefits and risks
involved and then be able to use this to decide
what they want to do. Remember that how you do
this will depend on the individual’s preferred form
of communication; for example, you may discuss
this with one individual but use photographs
or sign language with another individual. This
means that the individual will be making an
Key terms
Valid consent must be in line with the agreed
UK definition.
Ethical means working in a way that is moral,
such as obtaining an individual’s permission
prior to moving or positioning them.
Research it
4.1 Human Rights Act 1998
Research the Human Rights Act 1998. Why is
this law relevant to obtaining an individual’s
valid consent? Write down your findings.
 Move and position individuals (244)
Key term
Capacity means being able to understand and
weigh up the information provided to make
your own decision.
informed decision. When an individual makes an
informed decision you must respect this. It is also
important that you record that you have obtained
the individual’s valid consent in their care plan.
If you are supporting an individual to move
or position who does not have the capacity to
consent (because for example the individual has a
condition such as dementia) then consent can be
given on behalf of the individual. A lasting power
of attorney (LPA) is a legal document that allows
individuals to nominate someone who they would
like to make decisions on their behalf such as a
family member, friend or professional.
If an individual does not have an LPA in place then
you and your colleagues or another professional
such as a doctor or nurse can provide the
individual with the support they require to move
or position providing it is in the individual’s best
interests to do so. To act in an individual’s best
interests when moving or positioning them, you
must consider the individual’s:
● wishes and beliefs, e.g. what are the
individual’s preferences? What is important to
them? What are their likes and dislikes?
● condition, e.g. how does the individual’s
condition affect them? How will moving or
positioning the individual benefit them? How
will this impact on their condition?
● capacity, e.g. is the individual’s capacity
permanent or temporary? Will they regain
their capacity? If so, can the decision be made
later when they have capacity?
● needs, e.g. how can you be supportive of the
individual and meet their needs? How can you
enable the individual to be in control of all
decisions?
● support network, e.g. how can you ensure you
take into account the views of others who know
the individual well, such as their family or
friends?
Evidence opportunity
4.1 Confirm the individual’s identity
and obtain valid consent
Demonstrate that you have acted in an
individual’s best interests when moving
and positioning them. Think about how you
have confirmed the individual’s identity, the
methods you have used and the reasons why.
Have you obtained the individual’s permission?
Why?
AC 4.2 Communicate with the
individual in a manner which
a) provides relevant information,
b) addresses needs and concerns,
c) provides support and reassurance
and d) is respectful of personal
beliefs and preferences
You should be able to communicate with the
individual in a manner that:
● provides relevant information
● addresses needs and concerns
● provides support and reassurance
● is respectful of personal beliefs and
preferences.
Providing relevant information
Providing relevant information when
communicating with individuals involves providing
information that is clear and accurate; you can do
this by ensuring that you speak clearly and only
provide the information that is necessary. You can
check that information is accurate by clarifying
the information with the individual and others
who know the individual well, i.e. is it up to date?
Does it include all the necessary detail? Providing
relevant information also involves being able to
select the information that the individual needs
to know and that others may require to be able to
carry out their job roles effectively.
Communicating effectively with individuals when
supporting them with moving and positioning
involves providing them with all the information
27
 Level 2 Diploma in Care
that they require. For example, this may include
explaining to the individual what the move is
going to involve, what support you are going
to provide and why. In this way, providing the
individual with relevant information will ensure
that they understand what is going to happen and
why; not doing so may make the individual feel
uncomfortable and may result in the individual
deciding not to participate when moving and
positioning.
Providing relevant information will also be
necessary when responding to individuals’
questions, concerns or suggestions. For example,
perhaps an individual wants to know why they
require support from two staff members to move
or perhaps the individual is concerned that they
may fall or perhaps the individual would like
to make changes to their moving and handling
guidance so that staff members can improve
the support they provide. You will find Unit 203
Communication in care settings and Unit 206
Handle information in care settings useful
sources of information.
Addressing needs and concerns
Addressing individuals’ varied needs and
concerns will be essential when communicating
with individuals when moving and positioning
them so that individuals feel that they are valued
and respected. How you communicate with an
individual will depend very much on their needs
and therefore you must not only get to know
the individual but also take into account their
individual and unique needs once you find out
what these are.
For example, an individual with a visual
impairment may prefer you to communicate
with them verbally or by using a specific form of
communication such as Braille when explaining
their risk assessment. An individual with
dementia may find a discussion about how you
are going to move them before the actual move
very confusing and so may prefer you to instead
explain this to them by using short clear phrases
as you are doing each part of the move.
Similarly, communicating effectively with
individuals involves being able to address the
concerns they have about moving and positioning
28
without making them feel embarrassed or
uncomfortable. For example, an individual may
be concerned about being dependent on others or
not being able to participate in a move or may be
afraid about using a new piece of equipment that
they hadn’t used before. You will need to provide
the individual with support and reassurance; you
will learn more about how to do this effectively in
the section that follows.
To fully address an individual’s needs and
concerns you must know what these are. This
is a good opportunity to review your previous
learning for LO3 around the preparatory checks
you must carry out using individuals’ care plans
and risk assessments in relation to moving and
positioning.
Providing support and reassurance
Providing support and reassurance when
moving and positioning individuals will enable
individuals to trust you and feel comfortable being
supported by you. For example, if an individual
feels embarrassed that they walk slowly; you can
support them by using encouraging words that
will not only reassure them but will also let them
know how well they are doing with their walking.
This in turn will make the individual believe in
their abilities and be more likely to continue to
mobilise independently. Without providing support
and reassurance, the individual may decide to not
mobilise or think that they are not able to; this
will lead to them becoming less independent and
more dependent on you and others.
Individuals may also need support and
reassurance for other reasons. For example,
changes may need to be made to an individual’s
care plan or risk assessment that they may find
difficult to understand and this may require you
to be explain the changes to them in a way that
they can understand. The individual may have
had a fall that may mean that they are fearful or
anxious about falling over again; your support and
encouragement will be needed. The individual’s
mobility may have declined or the individual’s pain
may have increased meaning that the individual
feels anxious about moving and positioning;
again the individual will require you to be both
supportive and reassuring.
 Move and position individuals (244)
Showing your support and reassurance can
be done both verbally and non-verbally. For
example, you may communicate with the
individual using a soft and supportive tone of
voice or by using positive body language to show
your genuine empathy towards the individual
such as by leaning towards the individual,
making regular eye contact or by smiling.
You will find it useful to review your previous
learning around using verbal and non-verbal
communication in Unit 203 Communication in
care settings.
Being respectful of personal beliefs
and preferences
Finally, communicating effectively with individuals
when moving and positioning them involves you
showing your respect of their personal beliefs
and preferences that may be different to yours
and other individuals’. For example, an individual
may feel safer if they are supported to move and
position with two carers or more comfortable and
relaxed if they can listen to music while being
moved or be given half an hour’s notice before
being moved. You can show your respect by
ensuring that individuals’ beliefs and preferences
are documented and taken into account when
moving and positioning, and by discussing this
with individuals so that you can ensure that you
fully understand what these are and how you can
take them into account.
Reflect on it
4.2c Support and reassurance
Reflect on an occasion when you were
provided with support and reassurance. How
did you feel? How would you have felt if you
didn’t have any support or reassurance?
Reflect on the impact providing support and
reassurance has on individuals when moving
and positioning them. What are the necessary
communication skills for providing support
and reassurance? On a scale of 1 to 5 with 5
being the most effective, how effective are you
at supporting and reassuring individuals when
moving and positioning?
6Cs
Communication
Communication is essential for moving and
positioning individuals safely and effectively.
Without good communication you will not
be able to involve individuals when they are
being moved and positioned. It will also not be
possible to build a caring and positive working
relationship with an individual if you do not
communicate effectively. Good communication
with individuals when moving and positioning
is essential for showing them that you respect
them and have taken into account their unique
needs and preferences. Good communication
is also essential if individuals are to feel cared
for and supported.
Research it
4.2d Personal beliefs and
preferences
Research the different personal beliefs and
preferences of two individuals you support
where you work in relation to moving and
positioning. Think about what these are and
how they differ. Think about how you adapt
your practices to meet these and the reasons
why. Write down your findings.
Evidence opportunity
4.2 Communicate with individuals
Support an individual to move and position
by communicating with them in a way
that provides the individual with relevant
information, addresses their needs and
concerns, provides support and reassurance
and respects their personal beliefs and
preferences.
Ask your assessor to observe you and
provide you with feedback. How effective a
communicator were you?
29
 Level 2 Diploma in Care
AC 4.3 Position the individual in
accordance with their care plan
As you will have learned, moving and positioning
individuals requires a good knowledge of
individuals’ needs, preferences and support
requirements. Individuals’ care plans are good
sources of information because they can include
documented details of how individuals prefer
to be moved and positioned, the moving and
handling equipment they use and how they use
it as well as the conditions they have and how
these may affect how they are moved.
Positioning individuals by following their care
plans will therefore mean that you are working
in a person-centred way because you will be
respecting their rights and preferences and
meeting their needs. You will also ensure that
you are moving and positioning individuals
in ways that are most comfortable for them
and that do not cause them any unnecessary
distress and pain. You may find it useful to
review your previous learning in AC 2.2 of this
unit where you explored the impact that a
range of conditions can have when moving and
positioning individuals.
Following individuals’ care plans means that
you will also ensure that you are only using
techniques that have been agreed, so by following
individuals’ care plans you will also be working
in line with your employer’s agreed ways of
working.
Below are some top tips for positioning
individuals in accordance with their care plans:
● Ensure you know where to find individuals’ care
plans and make sure you read them through
carefully so you are aware of the information
they contain before you move and position
individuals.
● Remember that individuals’ care plans are
written alongside individuals’ risk assessments
and so make sure you read through both
documents together as both will contain useful
and relevant information in relation to moving
and positioning individuals safely.
● If there is any information that you have read
and do not understand then ask! This could be
30
your employer or a more senior colleague. Not
doing so may result in you carrying out unsafe
practices.
● If there is any information that has been
documented in an individual’s care plan and
you think may not be accurate or is out of
date then ask! Do not go ahead and follow the
individual’s care plan if you are unsure, clarify
the information it contains first before doing
so; this may be with the individual themselves,
your employer or a more senior colleague.
● If you notice any changes in the individuals
when positioning them in accordance with their
care plan such as discomfort or a deterioration
in their health then stop what you are doing
and seek help immediately. Depending on
the severity of the situation, this may involve
calling for the medical emergency services or
a more senior colleague.
● If you or others you are working with become
unwell when positioning individuals stop what
you are doing and seek help immediately as
continuing may result in you, others and/or the
individual getting injured.
● After you have positioned individuals safely
ensure that you document the support you
have provided to individuals with moving
and positioning, how your support has been
received including any difficulties you have had
and any advice or guidance you have sought.
Doing so will ensure that individuals’ care
plans remain up to date and contain accurate
information. You may find it useful to review
your learning in Unit 206 Handle information in
care settings.
Reflect on it
4.3, 5.1, 5.2 The care plan,
assistance and sources of information
Reflect on what actions you would take if you
were following an individual’s care plan and
they became distressed. What documents are
available to you where you work and would
guide you with what to do? Who could you seek
advice from? What would be the consequences
of continuing to position the individual?
 Move and position individuals (244)
Evidence opportunity
4.3 Position the individual in
accordance with their care plan
Make arrangements to position an individual
in accordance with their care plan and
obtain a witness testimony from a colleague
who has observed you do this. Obtain
feedback after positioning the individual;
how effective were you in following the
individual’s care plan? Do you need to make
any improvements?
AC 4.4 Communicate effectively
with others involved in the
manoeuvre
Moving and positioning individuals will very
often involve working alongside others to ensure
that all moves are carried out safely and in
accordance with individuals’ care plans. This may
be a colleague, an individual’s family member or
another professional such as a physiotherapist
or nurse. For example, an individual who is
unsteady when walking may require a care
worker to stand either side of them when they
are walking so as to provide them with support
and prevent any falls. Similarly, an individual
who is unconscious will require two or more
care workers to support them to turn over in
bed safely and without causing any injury to the
individual or the care workers. Communication
with others involved is therefore very important
for moving and positioning individuals because it
ensures that:
● everyone works together and consistently as a
team
● moves are carried out safely and therefore
the risk of pain, discomfort and accidents are
minimised
● moves are carried out in line with legislation
and agreed ways of working
● the individual feels confident in your abilities
and those of others you work with
Key term
Others may include team members, other
colleagues, those who use or commission
their own health or social care services, family
members, carers and advocates.
Reflect on it
4.4 The manoeuvre
Reflect on an occasion when you and a
colleague supported an individual to move
and position. What did you do during the
manoeuvre? What did your colleague do? What
would have been the consequences of moving
the individual without your colleague’s help?
● the individual feels reassured that you and
others will be providing them with the support
they require.
When moving and positioning individuals you can
communicate effectively with others by:
● agreeing who will be leading the move so that
the move is smooth. This may involve specific
commands to move such as ‘ready, steady,
move’
● ensuring everyone understands who is doing
what in the manoeuvre. This includes the
individual, you and others involved so that the
move is comfortable and everyone is working
together consistently
● discussing and reviewing with everyone what
worked well, what didn’t, what improvements
could be made. This includes obtaining
feedback and observing individuals and others
you work with.
The reflective exemplar provides you with
an opportunity to explore in more detail the
importance of communicating effectively with
others involved in supporting individuals to move
and position.
31
 Level 2 Diploma in Care

Reflective exemplar
Introduction I work as a care assistant in a residential care home providing care to older adults, some of
who have dementia. My duties involve working within a team supporting residents with their
physical, emotional and social needs.
What Yesterday, my colleague and I supported Elizabeth, a new resident, to move from her armchair
happened? in the lounge to the table in the dining area in preparation for her lunch. Although Elizabeth
can bear weight she does require support from two carers because she is a little unsteady on
her feet and does not feel very confident when mobilising because her vision has deteriorated.
I began by explaining to Elizabeth what was going to happen and how we were going to support
her to move; I also checked that she was in agreement for us to support her. Unfortunately,
whilst standing up from her armchair, Elizabeth stepped back awkwardly and fell back into her
armchair and then refused to get up again.
What worked I took my time to explain to Elizabeth, what was going to happen, the support my colleague and
well? I were going to provide and how we were going to do it. This reassured Elizabeth.
I also ensured I checked with Elizabeth that she was in agreement with the move.
What did not Elizabeth became unsteady during the move and as such she lost her confidence to try and
go as well? move again.
What could I I should have spent more time communicating with my colleague. Although we both knew
do to improve? Elizabeth, we hadn’t discussed for example who was going to be in lead of the move and how
we were going to coordinate our actions. Perhaps, if we had done this, Elizabeth would not
have become unsteady.
I think my colleague and I need to attend a moving and positioning update in relation to how to
work effectively with others when moving and positioning individuals.
Links to unit ACs 4.2, 4.4
assessment
criteria

Evidence opportunity AC 4.5 Describe the aids and

4.4 Communicate effectively with
others involved in the manoeuvre
Make arrangements to be observed while
moving an individual with the help of
others. After the move obtain feedback
from your assessor and all those involved
including how you communicated during the
manoeuvre with them and ask them about
the key communication skills you were able
to demonstrate. Now think about how others
communicated with you during the move.
Are there any other ways you could further
improve your communication skills?
equipment that may be used for
moving and positioning
As you will have learned, individuals have
different needs and preferences when being
moved and positioned; this is why there is a wide
range of different aids and equipment that can be
used to enable individuals to be moved safely and
comfortably. Table 1.3 includes examples of some
of the main ones and how they are used. Are there
any others that you know about and use in the
setting where you work?

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 Move and position individuals (244)
Table 1.3 Moving and positioning aids and how they are used

Type of moving and How it is used

positioning aid
Walking aids There are different walking aids available that can assist individuals who find it difficult to
walk unaided to walk more easily, such as walking sticks, walking frames and rollators.
Walking sticks come in a variety of different heights; some are fixed, others can be folded
away and some have a specially adapted handle for additional grip. Walking frames are
sturdy, fixed aluminium frames with four legs and moulded handles on each side for grip.
Some are designed with two wheels at the front for easier manoeuvring. Rollators can have
either three or four large wheels, are height adjustable and are made out of strong steel
frames. They provide support and some can also have baskets attached to carry things on
as well as seats built in for comfort. Rollators can also be folded away when not in use.
Mobility aids There are different mobility aids that can assist individuals to mobilise. For example,
wheelchairs and mobility scooters.
Wheelchairs can be manual or electric. Manual wheelchairs require individuals to
either be able to mobilise themselves to use it or to have another person such as a
carer to assist them to mobilise. Electric wheelchairs can be operated by either the
individual or a carer. They come in a variety of sizes to support individuals of different
weights and heights.
Mobility scooters also come in a variety of sizes to support individuals of different weights
and heights. Their seats and handle bars are adjustable to ensure maximum comfort when
individuals who may have different conditions use them, i.e. individuals who have arthritis
may be more comfortable sitting on a seat that has more padding and using larger
handles that can be held onto easily. Mobility scooters can be folded away when not in use
and can also include a basket that can be used for carrying for example shopping in.
Sitting aids Sitting aids are for individuals who require support to move from a lying down to a
sitting position such as in when in bed. For example, a monkey pole can be used by
individuals who are lying in bed to sit up; a trapeze handle is placed over the individual’s
bed and a bed ladder is placed on the surface of the bed and enables individuals to pull
themselves up to a sitting position from lying down.
Standing aids Standing aids are for individuals who require support to stand up from sitting down such as
from a chair, toilet or wheelchair because they have reduced mobility and have difficulty in
getting up. These aids promote individuals’ mobility by assisting individuals to move from
one position to another. They can be both manually and electronically operated.
Positioning aids Positioning aids can include those that prevent individuals from sliding forwards in their
bed and chair; they remain in position over the bed sheet or on the chair’s seat and only
move in one direction and so can be used in beds and chairs. Slide sheets can be used to
assist individuals to reposition in bed and consist of easy slide surfaces with a lower non-
slip section where an individual could place their heel onto and turn themselves in bed if
they are unable to independently rather than being turned by carers.
Transfer boards enable individuals to move from one level surface to another by
positioning themselves across the board. They come in various shapes and sizes for
different uses, i.e. curved, straight and can be used by the individual independently
or with the assistance of a care to for example repositioning from a chair to their
wheelchair, from their wheelchair to the car.
Turntables and transfer discs can be used for when individuals want to position safely
without having to move their feet around or be assisted by a carer to turn as both
manoeuvres risk awkward and unsafe movements that may result in the individual
becoming unsteady and falling over and/or the carer injuring their backs. Individuals place
their feet firmly on the turntable or disc and then this swivels around to ensure they can
reposition themselves for example from a sitting or standing position to another. ➜

33
 Level 2 Diploma in Care
Table 1.3 Moving and positioning aids and how they are used continued

Type of moving and How it is used

positioning aid
Lifting aids Leg lifters enable individuals to reposition their legs when sitting in a chair or
wheelchair moving in and out of bed. They can be operated manually or electronically.
Manual leg lifters consist of a handle that is placed on the individual’s foot and through
their arm so that they are able to then lift their leg to the desired position and are more
suitable for individuals who can balance when sitting. Electronic leg lifters are more
suitable for individuals who are unable to balance.
Lifting seats that are powered electronically can enable an individual to transfer from a
sitting to a standing position by providing support to raise the person up gently; a stable
backrest provides additional support and comfort when moving the individual. Lifting
cushions can also be used with individuals who have fallen on the floor and wish to sit
back up. Lifting seats and cushions are portable and can be used anywhere.

Table 1.4 Moving and positioning equipment and how it is used

Type of moving and How it is used

positioning equipment
Ceiling track hoists Ceiling track hoists are fixed to the ceiling and can be used independently by the
individual to move from one position to another by operating a remote handset.
For example, a ceiling track could be installed in an individual’s room or in an
individual’s bathroom and the hoist could either also be fixed to the ceiling or
can be detached and used as a portable hoist to be used in more than one room.
They are ideal for small spaces as they do not take up much room. They can be
powered through the mains electricity supply or batteries.
Portable hoists Portable hoists can be moved from one location to another and are not fixed. They
support an individual to move from one position to another by lifting them for
example from their wheelchair into the car. They are powered through a battery
and can be operated both manually and electronically. They can be folded away
when not in use but are much larger than ceiling track hoists and so they are
only suitable to be used in larger spaces where the legs of the hoist can fit under
furniture such as under the bed and where there is sufficient space to manoeuvre
the hoist. Some portable hoists do have narrower bases that enable them to be
used in smaller spaces.
Bath hoists Bath hoists are used to lift individuals in and out of the bath; they do not require
individuals to weight bear and so are suitable for those who require their full
body weight to be supported when getting in and out of the bath, including when
being lowered into the bath. Slings are attached onto bath hoists to enable the
individual to be lifted. They are controlled by a remote handset and can be fixed to
the floor, on a ceiling track or can be portable and used in different locations.
Bath lifts Bath lifts are attached onto plastic bath seats that are fixed into the bath and are
used to lower individuals into the bath and back out again. They can be operated
by the individual using a waterproof handset and will require the individual to
be able to get onto the seat, lower their legs down and back out of the seat and
swing their legs round and out.

34
 Move and position individuals (244)
Reflect on it
4.5 Aids and equipment
Reflect on the aids and equipment that are
used when moving and positioning individuals.
What are their benefits for the individuals and
the carers who may use them?
Evidence opportunity
4.5 Describe the aids and equipment
that may be used for moving and
positioning
For two individuals you support in your work
setting describe the aids and equipment used.
If the individuals you work with do not use
any aids and equipment describe which ones
could be useful and the reasons why. Provide a
written account.
AC 4.6 Use equipment to maintain
the individual in the appropriate
position
As you will have learned, there is a wide range
of aids and equipment that are used to support
individuals when moving and positioning. It is also
important that when individuals are repositioned
they are able to remain in a comfortable and safe
position. Individuals who have a condition such
as cerebral palsy or who have had a stroke may
not be able to remain in a comfortable position
without the use of specialist equipment because
they may not be able, for example, to hold their
head upright or keep their legs facing forward
when sitting. Below are some examples of other
aids that can be used to maintain individuals in
the appropriate position; knowing how to use
these will ensure individuals are comfortable, free
from pain and are safely positioned. You will be
observed for this AC.
Pillows
Pillows can be used to provide support to
individuals and ensure they remain in the
appropriate position; they can come in all shapes
Reflect on it
4.6 Consequences
Reflect on the consequences of individuals
who have different conditions not remaining
in appropriate positions after moving and
positioning. You may want to think back to the
range of conditions you described in AC 2.2.
and sizes to suit the individual and their needs.
For example, an individual with arthritis who has
a curved spine may require a pillow placed to the
side of their head when sitting in their armchair
to ensure they remain sitting in a comfortable
upright position rather than leaning over to
one side. Similarly, an individual who has had a
stroke may require a pillow placed under their
weak arm when sitting in their chair to prevent
the arm dropping down. Finally, individuals who
are unable to move independently in bed may
find it useful to have a pillow placed in between
their ankles to prevent their ankles developing
pressure sores and to ensure their legs remain
comfortably in position.
Wedges
Wedges can be used to help individuals with
maintaining their positions so that they feel
relaxed and comfortable. Wedges are usually
made out of non-slip material to ensure they
provide comfort and security. For example, they
can be used to support an individual to sit up in
bed so that the individual does not slip down the
bed; the wedge is placed behind the individual’s
head, shoulders and upper back. Wedges can
be used to enable individuals to stay lying in
a comfortable position in bed; the wedge can
be placed behind and under the individual to
enable the individual to remain lying on their side
comfortably. Wedges can also be used in the bath
to enable individuals to stay in a sitting or lying
position in the bath without slipping down onto
their back or side.
Slide sheets
As mentioned before, slide sheets can be used to
assist individuals to reposition in bed and consist
of easy slide surfaces with a lower non-slip section
35
 Level 2 Diploma in Care
Evidence opportunity
4.6 Use equipment to maintain the
individual in the appropriate position
Using one of the pieces of equipment you
have learned about or that you use where you
work, show your assessor how to maintain an
individual in an appropriate sitting or standing
position.
where an individual could place their heel onto
and turn themselves in bed if they are unable to
independently rather than being turned by carers.
They can also be placed in an individual’s chair or
wheelchair and can prevent individuals from sliding
forwards in their chair once positioned because
the slide sheet has a surface that only enables
individuals to slide in one direction.
AC 4.7 Encourage the individual’s
active participation in the
manoeuvre
Encouraging individuals to actively participate in
moving and positioning manoeuvres is important
because it:
● enables individuals to maintain their
independence
● enables individuals to reduce their dependency
on others
● promotes individuals’ self-esteem by enabling
individuals to do things for themselves
● enables individuals to stay in control when
being moved and positioned
● reduces the risks for you and others who
support individuals of injuring your backs.
Sometimes individuals may not want to actively
participate because they may not think they are
able to or may be frightened, such as if they have
had a fall or because they are not used to being
asked. Opposite is a useful checklist that you can
use to encourage individuals’ active participation
in manoeuvres; after all, as you have read about
above, there are many good reasons why you
should do so. If, of course, after following the
checklist below an individual chooses not to
36
Key term
Active participation is a way of working that
recognises an individual’s right to participate
in the activities and relationships of everyday
life as independently as possible. The individual
is regarded as an active partner in their own
care or support rather than as a passive
recipient.
Research it
4.7 Different methods
Research how individuals where you work are
actively involved in manoeuvres. What are the
different methods you and your colleagues
use? Why? Provide a written account.
actively participate in a manoeuvre then you must
respect their decision. Remember to record this
in their care plan and report it to, for example,
your manager or the health and safety officer.
Checklist for encouraging active
participation in manoeuvres
● Involve the individual right from the start! Ask
the individual how they can be involved, how
they would like to be involved and what support
if any they require from you.
● Pay careful attention to how to involve and ask
the individual; both your verbal and non-verbal
communication are important here. Kind and
compassionate words as well as open, positive
body language will make a big difference.
● Explore the benefits of actively participating in
manoeuvres with the individual. Discuss how
the individual can actively participate. Agree
on methods to use; provide options and be
prepared to try these out!
● Take your time and listen to any concerns the
individual may have. Reassure the individual,
be empathetic to their concerns. Agree what
action you can both take to ensure their
safety and comfort is maintained throughout
manoeuvres. Agree what actions you will take
if things go wrong.
 Move and position individuals (244)
● Work at the individual’s own pace. Don’t rush;
encourage them to actively participate step by
step. In this way you will be able to build up
their confidence.
● Provide the individual with constructive and
positive feedback at all times that encourages
them to continue to actively participate in
manoeuvres.
AC 4.8 Monitor the individual
throughout the activity
You will have read earlier that using an
individual’s care plan and risk assessment is
essential for moving and positioning individuals
safely. It is also important to know about the
contents of both documents in relation to the
checks you may need to carry out while moving
and positioning the individual. For example,
the individual may have a condition that causes
them to have increased pain or anxiety when
being moved, or a loss of balance or a drop in
blood pressure. It is important therefore that
you are aware of these changes that may occur
when an individual is being moved so that you
can monitor the individual and ensure that
their condition doesn’t worsen or become life
threatening.
You can monitor an individual throughout the
activity in many different ways and you will
be observed doing so for this AC. The main
methods and most effective methods you can
use include:
● Observation: observe the individual
throughout the activity. Are they showing you
any signs of being in pain or distress? For
example, look at their facial expressions, are
they grimacing or looking upset? Looking at
their body language: are they curling their
Evidence opportunity
4.7 Encourage the individual’s active
participation in the manoeuvre
Provide support to an individual with moving
and positioning and show how you encourage
their active participation.
body up or pulling away from you? Listen to
what they are expressing: are they calling out?
Groaning? Crying? Using repetitive language
that may be an indication that something is
wrong?
● Talking to the individual: check with the
individual throughout the activity how they
are. Ask the individual if they are ok; not
just at the beginning of the activity but
throughout.
● Your knowledge of the individual: get to know
the individual you are supporting and how
they communicate. In this way you will know
what they are trying to communicate with you.
Remember, everyone is unique and so how
they communicate how they are feeling will
also be unique to them.
● Record: record any changes you note in the
individual’s care plan and moving and handling
documentation. Find out from the setting
where you work how to do this.
If you do notice a change in an individual
throughout the activity, no matter how small
it is, stop what you are doing and seek help.
This may be from your manager if you work
in a residential setting or by dialling 999 if
you work on your own in an individual’s home.
Not responding quickly may mean that the
individual’s condition worsens.
Reflect on it
4.8 Monitoring an individual
Find out from the setting where you
work how you are expected to monitor
an individual throughout a moving and
positioning activity.
Evidence opportunity
4.8 Monitor the individual throughout
the activity
Provide support to an individual with moving
and positioning and show how you monitor the
individual throughout the activity.
37
 Level 2 Diploma in Care
AC 4.9 Record and report the
activity noting when the next
positioning manoeuvre is due
You will be observed for this AC, as it is very
important that you know what information to record
and report once an individual has been moved
and positioned. You must always comply with your
employer’s agreed ways of working when doing so.
Recording and reporting information when moving
and positioning is very important so that:
● individuals’ safety and comfort are maintained
by only being moved in line with their care
plan, moving and positioning guidelines and
risk assessment
● important changes to, for example, an
individual’s condition or to a new aid or piece
of equipment being used are shared with those
who need to know this information
● consistent ways of working can be established,
i.e. as part of an individual’s care plan for an
individual who is unable to turn by themselves
independently in bed, you may need to record
the time when you repositioned them so that
they can be repositioned regularly, every half
an hour for example; this may be to prevent
painful pressure sores from developing by
infrequent turning and prolonged periods of
lying in one position
● you can show how you have fulfilled your duty
of care towards the individual; promoting their
rights, safety and independence at all times.
What information must I record?
● The date and time of the positioning
manoeuvre; the time when the next positioning
manoeuvre is due.
● What the positioning manoeuvre involved,
including the support required.
● Any changes that occurred in the individual’s
condition, i.e. signs of pain, loss of confidence.
● Any ways of working you noted were effective
or more comfortable for the individual, i.e. you
may have noticed that the individual preferred
the use of one piece of equipment over another.
● Your name and signature must also be
included as part of your record.
38
Who must I report to and how?
● If you work in a residential care setting you
will report this to your manager or to a person
in a more senior position. If you work in an
individual’s home, you may have to report this
directly to a nominated person who may be
for example the individual’s advocate, family
member or a medical professional.
● A record must be made on the individual’s
care plan. You may also need to record the
information on an accident form (if an accident
has occurred) or on the individual’s guidelines
(if a different technique has been agreed).
When reporting and recording information it is
important that you do so in a way that can be
easily understood by others. It must therefore
be written and reported verbally using clear
and concise language. It must be accurate, up
to date and include the relevant details only.
You can review your previous learning for the
mandatory units, Unit 203 Communication in
care settings and Unit 206 Handle information
in care settings for further information about
how to provide effective written records and
verbal reports.
Research it
4.9 Agreed ways of working
Research the agreed ways of working you
are required to follow when recording and
reporting moving and positioning activities.
What documentation are you required to
complete and why? Where can you find this?
Provide a written account discussing your
findings.
Evidence opportunity
4.9 Record and report the activity
noting when the next positioning
manoeuvre is due
Provide support to an individual with moving
and positioning and show how you record and
report the activity.
 Move and position individuals (244)

LO4 Knowledge, skills, behaviours

Knowledge: what moving and positioning aids and equipment do you know about?
Do you know the range of aids that are available for moving and positioning individuals and how to use them?
Do you know the range of equipment that is available for moving and positioning individuals and how to use it?
Did you know that you have just shown your knowledge of some of the different types of moving and positioning
aids and equipment?
Skills: how can you show that you can move and position an individual?
Do you know how to confirm the individual’s identity and obtain their valid consent?
Do you know how to provide the individual with relevant information and address their needs and concerns?
Do you know how to position the individual in line with their care plan?
Do you know how to communicate effectively with others involved in the manoeuvre?
Do you know how to use equipment to maintain the individual in the appropriate position?
Do you know how to monitor the individual throughout the activity in line with your agreed ways of working?
Do you know how to record and report the activity you have undertaken?
Did you know that you have just demonstrated some of the skills required to be able to move and position
individuals?
Behaviours: how can you show the personal qualities you have when moving and positioning individuals?
Do you know how to be supportive and reassuring towards the individual?
Do you know how to be respectful of the individual’s personal beliefs and preferences?
Do you know how to be encouraging of the individual to actively participate?
Did you know that you have just demonstrated some of the essential behaviours required to be able to move and
position individuals?

LO5 Know when to seek advice and/or assistance from others

when moving and positioning an individual

AC 5.1 Describe when advice Changes to an individual’s condition

and/or assistance should be sought
in relation to moving or positioning
an individual
When moving and positioning individuals there
may be occasions when you may need to seek
further advice and/or assistance and so it is
important you know when these occasions
may occur so that you can prepare yourself
and take action promptly. Below are some
examples of some of the situations that may
arise when moving and positioning individuals
and that may require you to seek advice and/or
assistance.
Individuals’ conditions may change whilst moving
and positioning them, for example they may
become extremely tired or anxious. In these
situations, it is best to stop the activity, provide
support and reassurance to the individual and
follow your employer’s agreed ways of working
in relation to who you should report this to. Not
doing so may mean that the individual’s condition
worsens.
Changes to you or your colleague’s
well-being
Changes may also arise to how you and your
colleagues are feeling. For example, if you suddenly

39
 Level 2 Diploma in Care
become unwell, stop what you are doing and
seek help. Not doing so may mean that you may
injure yourself or the individual. Similarly, if your
colleague tells you that they are feeling extremely
tired, suggest they rest while you find someone
else to help you with the individual; not doing so
may increase the risk of you and others having an
accident. Report your colleague’s condition as per
your employer’s agreed ways of working.
The individual refuses to actively
participate
There may be occasions where the individual
refuses to actively participate. This may be due
to a lack of confidence or having a fear of doing
so. Try and reassure the individual and explain
to the individual the benefits of them actively
participating as well as the consequences of not
doing so. If the individual still refuses, accept
their decision; be polite and professional when
doing so. Explain to the individual that you will
be seeking further advice as per your employer’s
agreed ways of working.
An emergency arises
There may be occasions when an unexpected
emergency arises while moving and positioning
the individual. For example, the individual may
have an epileptic seizure or a cardiac arrest. It is
important therefore to know what to do in these
types of situations, including what you can and
cannot do and who to go to. Your work setting’s
agreed ways of working will provide you with more
information.
Moving and positioning aids and
equipment are faulty or not available
There may be occasions when an individual’s aid
or equipment stops working or you are unable
to find the equipment or aid that is stated in the
individual’s care plan. On both occasions you must
not continue with the activity. You must follow your
employer’s agreed ways of working in relation to
who you should report this to.
You and your colleagues’ competence
There may be occasions when you are unsure
about your own or your colleagues’ competence
40
Reflect on it
5.1 Advice and assistance
Reflect on an occasion when you have had to
seek advice and/or assistance from others
when moving and positioning an individual?
What happened? What actions did you take
and why?
Evidence opportunity
5.1 When advice and/or assistance
should be sought in relation to moving
or positioning an individual
Provide a written account describing when
advice and/or assistance should be sought in
relation to moving or positioning an individual.
to carry out moving and positioning activities,
such as in relation to how to use certain pieces
of equipment or how to follow agreed techniques
for moving an individual. Remember in these
situations you and others must stop what you are
doing. You must follow your employer’s agreed
ways of working in relation to who you should
report this to. It may be that you and others
may require more information or additional
training before you can continue. Not doing so
may compromise your own, others’ and the
individual’s safety.
AC 5.2 Describe sources of
information available in relation to
moving and positioning individuals
As you will have learned, moving and positioning
individuals requires specialist knowledge and
skills. It is for this reason that there are many
different sources of information available to you
both inside and outside of your work setting for
moving and positioning individuals.
Internal sources of information
● Documents: individuals’ moving and
positioning care plans, risk assessments,
guidelines can all be useful sources of
 Move and position individuals (244)
information about the individual, their
condition, techniques agreed, support required,
aids and equipment used. Manufacturers’
instructions can provide useful guidance on
using and maintaining moving and positioning
aids and equipment.
● Agreed ways of working: employer’s moving
and positioning policies and procedures,
guidelines can be useful sources of
information about safe working practices.
● Individuals: the individual themselves can
provide you with useful information and advice
in relation to how they prefer to be moved, how
they are feeling.
● Colleagues: others who work with you, this
may be an individual’s advocate or family
member if you work in an individual’s home or
more experienced colleagues or your manager
who can provide you with a useful insight into
how they work and what they know works with
the individual.
External sources of information
● Professionals: professionals such as
physiotherapists, moving and handling
trainers, back care advisors, health and
safety officers, risk assessors have specialist
expertise and knowledge.
● Training courses: training may be provided
online or externally in an agreed venue.
Training courses are useful for updating your
knowledge on current best practice when
moving and positioning individuals.
● Publications: books, journals, articles can also
provide useful reference information in relation
to moving and positioning techniques and
agreed best practice.
● Websites: websites such as the Health
and Safety Executive’s is a useful source of
guidance about moving and positioning in
relation to, for example, working practices and
current legislation.
Research it
5.2 Sources of information
Research the different sources of information
that you have used in relation to moving and
positioning individuals. Are there any others
you can use in the future? Provide a written
account.
Case study
5.1, 5.2 Advice, information,
sources of information
Izzy works as a home carer for an older
individual who has cerebral palsy. Upon arrival
at the individual’s home Izzy notices that a new
hoist has been delivered as the old hoist had
stopped working. Izzy has never used this type
of hoist before. The individual calls out, ‘Izzy,
is that you? Hurry up, I can’t wait to get up this
morning as my sister is taking me out.’
Izzy is unsure what to do. Should she use the
hoist? After all she doesn’t want to disappoint
the individual.
Questions
1 What should Izzy do? Why?
2 What should Izzy not do? Why?
Evidence opportunity
5.2 Sources of information available
in relation to moving and positioning
individuals
Describe to your assessor the sources of
information that are available in relation to
moving and positioning individuals and when
you would use them.
41
 Level 2 Diploma in Care

LO5 Knowledge, skills, behaviours

Knowledge: when must you seek information, advice and/or assistance
when moving and positioning individuals?
Do you know the situations when you are required to seek advice and/or assistance?
Do you know why you are required to seek advice and/or assistance?
Do you know the sources of information available to you?
Did you know that you have just shown your knowledge of when you must seek advice and/or assistance when
moving and positioning individuals?
Skills: how can you show that you can seek information, advice and/or assistance
when moving and positioning individuals?
Do you know who to seek advice and/or assistance from if an individual’s condition deteriorates?
Do you know the process to follow in the event of an emergency when moving and positioning individuals?
Do you know where you can access information about current moving and positioning legislation?
Did you know that you have just demonstrated some of the skills required to be able to access information,
advice and/or assistance?
Behaviours: how can you show the personal qualities you have when seeking information,
advice and/or assistance when moving and positioning individuals?
Do you know how to be assertive when seeking advice?
Do you know how to be decisive in an emergency?
Do you know how to be clear when sourcing information about moving and positioning individuals?
Did you know that you have just demonstrated some of the essential behaviours required to seek information,
advice and/or assistance?

Suggestions for using the activities

This table summarises all the activities in the unit that are relevant to each assessment criterion.
Here, we also suggest other, different methods that you may want to use to present your knowledge and skills
by using the activities.
These are just suggestions, and you should refer to the Introduction section at the start of the book, and more
importantly the City & Guilds specification, and your assessor, who will be able to provide more guidance on how
you can evidence your knowledge and skills.
When you need to be observed during your assessment, this can be done by your assessor, or your manager can
provide a witness testimony.
Assessment criteria and Suggested assessment methods to evidence your knowledge/skills
accompanying activities
LO1 Understand current legislation, national guidelines, policies, procedures and protocols in relation to
moving and positioning individuals
1.1 Reflect on it (page 2) You could respond to the questions in the activity and provide a reflective
account or write one about current legislation, national guidelines, policies,
procedures and protocols in relation to moving and positioning individuals.
1.1 Research activity (page 5) Write down your findings or you could write a personal statement about one
individual you assist with moving and positioning and name two relevant
pieces of legislation, two national guidelines, two policies, procedures and
protocols that underpin your work practices.
➜

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Suggestions for using the activities
1.1 Evidence opportunity
(page 6)
1.1, 1.2 Reflect on it (page 6)
1.2 Evidence opportunity
(page 6)
1.3 Reflect on it (page 8)
1.2, 1.3 Case study (page 8)
1.2, 1.3 Case study (page 8)
1.3 Evidence opportunity
(page 8)
LO2 Understand anatomy and physiology in relation to moving and positioning individuals
2.1 Reflect on it (page 10)
2.1 Research it (page 12)
2.1 Evidence opportunity
(page 12)
2.2 Research it (page 16)
2.2 Reflect on it (page 16)
2.2 Evidence opportunity (page 16) Provide a written account or you could discuss this with your assessor.
LO3 Be able to minimise risk before moving and positioning individuals
3.1a Reflect on it (page 17)
3.1b Research it (page 19)
Move and position individuals (244)
Make a list of current legislation, national guidelines, policies, procedures
and protocols that are relevant when moving and positioning individuals.
Write a reflective account addressing the points in the activity, or one that
sums up your responsibilities and accountability in relation to moving and
positioning individuals.
You could write a summary discussing the responsibilities and accountability
you have in relation to moving and positioning individuals. You could also
discuss this with your assessor.
You could write an account responding to the activity or one about an
occasion you assisted an individual to move and position. Detail the health
and safety factors you took into consideration.
The case study will also help you to think about your responsibilities when
moving and positioning individuals.
The case study will also help you to think about the health and safety risks
that may arise when moving and positioning individuals.
Write a description of the health and safety factors that relate to moving and
positioning individuals.
You may wish to think about the details of the different health and safety
factors that you consider every time you assist individuals to move and
position.
Write a reflective account in response to the activity, or one on how you can
minimise the risk of injury to yourself, individuals and others during moving
and positioning activities.
Draw a diagram or provide a written account of your findings. You could
discuss with a colleague why it is important to have an understanding of the
anatomy and physiology of the human body when moving and positioning
individuals and write up notes about your discussion.
You could provide a written account outlining the anatomy and physiology of
the human body in relation to moving and positioning individuals. You might
like to think about the role of muscles, bones and joints when moving and
positioning individuals from a sitting to a standing position.
Produce an information leaflet as mentioned in the activity. Or you could
discuss the reasons why it is important to take into account specific
conditions when moving and positioning individuals in the care setting where
you work and the consequences of not doing so and provide a written account
of your discussion.
Provide a reflective account.
Write a reflective account in response to the activity or you could write one
about an occasion you checked an individual’s care plan and risk assessment
before moving and positioning them.
Provide a written account detailing your findings.
➜
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 Level 2 Diploma in Care
3.1a, 3.1b Evidence opportunity
(page 19)
3.2 Reflect on it (page 20)
3.2 Evidence opportunity
(page 20)
3.3 Reflect on it (page 20)
3.3 Evidence opportunity
(page 20)
3.4 Reflect on it (page 21)
3.4 Research it (page 22)
3.4 Evidence opportunity
(page 22)
3.5a Reflect on it (page 23)
3.5b Research it (page 23)
3.5 Evidence opportunity
(page 24)
3.6 Research it (page 25)
3.6 Reflect on it (page 25)
3.6 Evidence opportunity
(page 25)
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Suggestions for using the activities
You must make arrangements for your work practices to be observed so that
you can show how you carry out preparatory checks using an individual’s care
plan and moving and handling assessment.
You could also show to support your observation, work product evidence
of, for example, the individual’s care plan or moving and handling risk
assessment that reflects the individual’s needs and preferences.
Write a reflective account in response to the activity or one on the methods to
use when identifying any immediate risks to an individual before moving and
positioning them.
You must make arrangements for your work practices to be observed so that
you can show how you identify any immediate risks to the individual before
moving and positioning them.
Write a reflective account in response to the activity or a personal statement
that describes the action to take in relation to identified risks when moving
and positioning individuals in the setting where you work.
You could provide a written account or describe to your assessor the actions
to take in relation to identified risks.
You could develop a case study of an individual you support with moving and
positioning. Detail the actions you must take in relation to identified risks.
Write a reflective account responding to the activity. Or you could discuss,
in your reflective piece, the conflict that may arise if an individual’s wishes
conflict with their care plan when moving and positioning.
Write down your findings. After you have done the research, you could also
write a personal statement that details the actions you must take where you
work if an individual’s wishes conflict with their care plan when moving and
positioning.
You will find your work setting’s agreed ways of working a useful source of
information.
Provide a written account describing the actions to take if an individual’s
wishes conflict with their care plan. You could draw a flow chart ensuring you
describe the action to take where you work if an individual’s wishes conflict
with their care plan.
Write a reflective account about an occasion you prepared the environment
before moving and positioning an individual and address the points in the
activity.
Obtain a witness testimony of the checks you carry out when preparing the
environment before moving and positioning individuals.
You must make arrangements for your work practices to be observed so
that you can show how you prepare the environment before moving and
positioning individuals, ensuring adequate space for the move and the
removal of potential hazards.
Write down your findings.
Write a reflective account based on the activity or one about the standard
infection control precautions you apply when moving and positioning individuals.
You must make arrangements for your work practices to be observed so that
you can show how you apply standard precautions for infection control when
moving and positioning individuals.
➜
 Move and position individuals (244)

Suggestions for using the activities

LO4 Be able to move and position an individual
4.1 Reflect on it (page 26) Provide a reflective account addressing the points in the activity.
4.1 Research it (page 26) Write down your findings.
4.1 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 27) you can show how you confirm an individual’s identity and obtain their valid
consent when moving and positioning.
4.2c Reflect on it (page 29) Provide a reflective account addressing the points in the activity.
4.2d Research it (page 29) Write an account of your findings and address the points in the activity.
4.2, 4.4 Reflective exemplar Provide a written account discussing how to communicate effectively with
(page 32) individuals when moving and positioning to ensure that you provide them
with relevant information, support and reassurance.
4.2 Evidence opportunity You must make arrangements for your work practices to be observed
(page 29) so that you can show how you provide relevant information, support and
reassurance, address needs and concerns and respect personal beliefs and
preferences when moving and positioning individuals. Or you could obtain a
witness testimony.
4.3, 5.1, 5.2 Reflect on it (page 30) Provide a written account discussing how to position an individual in
accordance with their care plan. Consider the benefits of doing so.
4.3 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 31) you can show how you support an individual when moving and positioning
them in line with their care plan.
4.4 Reflect on it (page 31) Write a reflective account of an occasion you supported an individual to move
and position including how you communicated effectively with others involved
in the manoeuvre.
4.4 Reflective exemplar (page 32) Provide a written account discussing how to communicate effectively
with others when moving and positioning individuals; consider what good
practices you must follow.
4.4 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 32) you can show how you communicate effectively with others involved when
moving and positioning an individual.
4.5 Reflect on it (page 35) Provide a written account based on the activity. Or develop a presentation
to describe the aids and equipment that may be used for moving and
positioning.
4.5 Evidence opportunity Write a personal statement that describes the aids and equipment that may
(page 35) be used for moving and positioning individuals.
4.6 Reflect on it (page 35) Provide a reflective account.
4.6 Evidence opportunity You must make arrangements for your work practices to be observed so
(page 36) that you can show how you use equipment to maintain an individual in the
appropriate position. Or you could obtain a witness testimony of how to use
equipment to maintain an individual in the appropriate position.
4.7 Research it (page 36) Provide a written account detailing your findings and thoughts.
4.7 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 37) you can show how you encourage the individual’s active participation in the
manoeuvre.
4.8 Reflect on it (page 37) Provide a reflective account.
➜

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 Level 2 Diploma in Care
4.8 Evidence opportunity
(page 37)
4.9 Research it (page 38)
4.9 Evidence opportunity
(page 38)
LO5 Know when to seek advice and/or assistance from others when moving and positioning an
individual
5.1 Reflect on it (page 40)
5.1 Evidence opportunity
(page 40)
5.1, 5.2 Case study (page 41)
5.2 Research it (page 41)
5.2 Evidence opportunity
(page 41)
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Suggestions for using the activities
You must make arrangements for your work practices to be observed so
that you can show how you monitor an individual throughout a moving and
positioning activity.
Provide a written account.
You must make arrangements for your work practices to be observed so that
you can show how you record and report the activity, noting when the next
positioning is due.
You can also use the documentation you complete as work product evidence.
Write a reflective account of an occasion you sought advice or assistance
when moving and positioning an individual.
Provide a written account or a presentation of the occasions when you must
seek advice and/or assistance when moving and positioning individuals in the
setting where you work.
The case study will help you think about when advice and/or assistance
must be sought in relation to moving and positioning individuals. It will also
help you think about the sources of information in relation to moving and
positioning individuals.
Provide a written account.
Describe to your assessor the (internal and external) sources of information
available to you when moving and positioning individuals. Or you could
provide a written account.
 Move and position individuals (244)

Relevant Act/Regulations
Health and Safety at Work Act 1974
Manual Handling Operations
Regulations 1992 (amended 2002)
Personal Protective Equipment (PPE)
at Work Regulations 1992
Workplace (Health, Safety and
Welfare) Regulations 1992
Lifting Operations and Lifting
Equipment Regulations (LOLER) 1998
Provision and Use of Work Equipment Employers are required to provide work equipment such as that used for
Regulations (PUWER) 1998
Management of Health and Safety at
Work Regulations (MHSWR) 1999
Reporting of Injuries, Diseases and
Dangerous Occurrence Regulations
(RIDDOR) 2013
Legislation
Key points
It is the basis of all current health and safety legislation and is known as
the ‘enabling’ Act because it enables other health and safety regulations
to be made. It sets out employers’ and employees’ health and safety
roles and responsibilities.
There are practices for how to avoid, assess and reduce the risk of
injury from manual handling activities such as lifting, lowering, pushing,
pulling or carrying and could be either in relation to individuals or
objects such as a box or piece of moving and handling equipment such
as a hoist.
Employers must provide employees, free of charge, with personal
protective equipment (PPE) such as gloves and aprons to provide
protection against infections including when assisting individuals with
moving and positioning.
Employers are required to ensure that workplaces are environments
where risks to general health and safety are minimised.
Employers are required to ensure that all lifting equipment is used safely
in the workplace to avoid and minimise risks to injury and damage.
moving and positioning individuals.
Employers are required to assess the risks to the health and safety of
their employees and others in the workplace.
Employers must report and keep records of work-related accidents
which cause deaths, work-related accidents which cause certain serious
injuries (referred to as reportable injuries), reportable work-related
illnesses and certain ‘dangerous occurrences’ (i.e. incidents with the
potential to cause harm).

Resources for further reading

and research
Books
Ferreiro Peteiro, M. (2014) Level 2 Health and
Social Care Diploma Evidence Guide, Hodder
Education
Michie, V. Morris, C. Baker, L. Collier, F. and
Marshall, T. (2011) Level 2 Health and Social Care
Diploma, Hodder Education
Weblinks
www.actiononhearingloss.org.uk Action on
Hearing Loss – resources and information about
the impact of hearing loss
www.arthritisresearchuk.org Arthritis Research
UK – resources and information about arthritis
www.cerebralpalsy.org.uk Cerebral Palsy UK –
resources and information about cerebral palsy
www.dementiauk.org Dementia UK – resources
and information about dementia
www.gov.uk The UK Government’s website –
information about current legislation including
health and safety
www.hse.gov.uk Health & Safety Executive –
resources and information about moving and
handling in the adult social care sector

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 Level 2 Diploma in Care
www.hda.org.uk Huntington’s Disease
Association – resources and information about
Huntington’s Disease
www.mind.org.uk Mind – resources and
information about the Mental Capacity Act 2005,
including useful terms
www.mssociety.org.uk Multiple Sclerosis
Society UK – resources and information about MS
www.musculardystrophyuk.org Muscular
Dystrophy UK – resources and information about
MD
www.nhs.uk NHS – general information about
conditions, symptoms and treatments
www.parkinsons.org.uk Parkinson’s UK –
resources and information about Parkinson’s
www.rnib.org.uk Royal National Institute of
Blind People (RNIB) – resources and information
about sight loss in the UK
www.skillsforcare.org.uk Skills for Care –
resources and information on the Care Act 2014,
the code of conduct for adult care workers
www.skillsforhealth.org.uk Skills for Health –
resources and information on the Care Act 2014,
the code of conduct for adult care workers
www.stroke.org.uk Stroke Association –
resources and information about strokes, why
they happen and the difficulties people may
experience

ISBN: 9781510429116

© Maria Ferreiro Peteiro 2018

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