Unit 11 Comments and Complaints in Adult Care (L/652/0135) Assignment Brief 2026

Unit 11 Comments and complaints in adult care Assignment Brief

Learning outcomes and Assessment Criteria

The learner can:

1. Understand the management of comments, concerns and complaints

1.1 Analyse the relationship between the management of comments, concerns, complaints, risk management and safeguarding

1.2 Summarise regulatory requirements, codes of practice and guidance for managing comments, concerns and complaints

1.3 Explain why individuals and others may be reluctant to raise comments or concerns or make complaints

1.4 Explore attitudes and approaches that ensure comments, concerns and complaints can prompt continuous improvement of the service

2. Be able to lead practice to listen and respond to comments, concerns and complaints

2.1 Support team members to understand systems and procedures to ensure that individuals’ and others’ comments, concerns and complaints are listened and responded to

2.2 Ensure information and support is readily available and accessible to individuals and carers who wish to raise comments and concerns and make complaints

2.3 Enable, encourage and empower individuals and others to raise and follow up on comments, concerns and complaints

2.4 Implement open and transparent systems and procedures that address and respond to comments, concerns and complaints compassionately and within agreed time frames

2.5 Use feedback from comments and outcomes from investigations into concerns and complaints to drive improvements to the service

Range

1. Understand the management of comments, concerns and complaints

1.3 Individuals:

A person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for.

1.3 Others:

In this context, ‘others’ could include, but is not limited to:

• carers, loved ones, family or friends of those accessing care and support services
• colleagues and peers
• team members
• managers and supervisors
• professionals from other services, including delivery partners and senior leaders
• visitors to the work setting
• members of the community
• volunteers

2. Be able to lead practice to listen and respond to comments, concerns and complaints

2.2 Carers:

A person who provides unpaid support to a partner, family member, friend or neighbour who could not manage without this help. This is distinct from a care worker, who is paid to care for people.

Delivery and Assessment Guidance

This unit must be assessed in line with Skills for Care and Development assessment principles guidance.
This is a knowledge and skill-based unit. Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment.

Learning Outcome 2 is skill-based, and primary evidence throughout the qualification should include observation of direct practice in the workplace in person.

It is acknowledged that remote observations could be used in appropriate circumstances, as an approach to enrich, enhance and triangulate main direct observations which have been carried out. Remote observations should not be planned and used as the primary approach. Safe and reliable approaches to use of remote technologies in the assessment process must be agreed with NCFE prior to use. This should include how the privacy, dignity and confidentiality of any individual will be protected and robust evidence recording and storage protocols.

Examples of evidence for the learner portfolio:

• coaching and mentoring activity
• impact of serious case reviews on practice
• induction
• inspection and audit reports
• performance management
• policy and procedural development
• service improvement plans
• role modelling
• supervision and appraisal
• team meetings
• training materials
• user-friendly systems
• workforce development plan

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