Unit of competency Outline
Date retreived
22/07/2026 6:28 PM AWST
22/07/2026 6:28 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Plan and manage provision of out of home care
Plan and manage provision of out of home care
Unit of competency
National Code
CHCPROT603B
CHCPROT603B
State Code
WC983
WC983
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090511 - Residential Client Care
Original Release Date
21/07/2014
Nominal Hours
45
Description
DescriptorThis unit describes the knowledge and skills required by workers who are responsible for case management of children and young people who are living in out of home care It covers the planning and providing for care placement of children and young people
Notes
Elements and Performance Criteria
1. Work within established principles of out of home care provision
- 1.1 Provide opportunity for child or young person to express their views on all matters concerning his or her welfare
- 1.2 Ensure all actions and decisions take into account the culture, disability, language, religion and sexuality of the child or young person
- 1.3 Assist child or young person in care to ensure that his or her name, identity, language, cultural and religious ties are preserved
- 1.4 Apply the Aboriginal and Torres Strait Islander placement principle to all Aboriginal and Torres Strait Islander children and young people
- 1.5 Actively support birth parents, family and significant others wherever possible, to continue to play a significant role in their child's life while he or she is in care
2. Develop care/case/ placement plan in consultation with child/ young person, family, carers and other service providers
- 2.1 Ensure the safety, welfare, well being of child or young person is the paramount consideration in all planning
- 2.2 Actively involve children, young people, carers, family and significant others in decision-making processes
- 2.3 Take into account immediate, medium and long term needs of the child/young person, family and carer in planning
- 2.4 Select placement in accordance with needs of child/young person and care plan
- 2.5 Undertake planning in line with all legislative and organisation requirements
- 2.6 Communicate care/case plan to child or young person, carers, family members, and other bodies as required by legislative and organisation requirements
- 2.7 Apply permanency planning principles in all case planning processes
- 2.8 Complete all necessary documentation and store in accordance with legislative and organisation standards and procedures
- 2.9 Consider restoration/reunification in case planning process
3. Implement care/case/ placement plan
- 3.1 Prepare child/young person for placement
- 3.2 Brief child/young person's family and the new carers and prepare for the placement
- 3.3 Maintain record-keeping systems re the placement in line with organisation and legislative requirements
- 3.4 Organise resource allocation to support the placement in line with organisation procedures
- 3.5 Monitor, address and support immediate and longer term developmental needs of the child or young person throughout the placement
- 3.6 Support carers in their provision of day-to-day care for the child or young person
- 3.7 Support carers to meet the changing and developing needs of the child/young person
- 3.8 Support carers at times of critical incidents and on other occasions of stress
- 3.9 Support child's identity and development of social relationships through approaches such as life story work
- 3.10 Implement contact with family and significant others, including siblings and community, according to the care/case plan
- 3.11 Take immediate and appropriate action that complies with legislative and organisation requirements and interagency protocols, to address alleged abuse in care or other critical situations which may arise
4. Monitor and review care/case/ placement plan
- 4.1 Ensure regular review mechanisms are in place and implemented according to legislative and organisation requirements
- 4.2 Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs
- 4.3 Undertake ongoing monitoring of child or young person and carers
- 4.4 Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their placement
- 4.5 Provide information to parents/family or significant others about progress of child
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Out of home care can include the child or young personstaying with/in:
Relatives, friends and acquaintances
Foster care
Residential care
Shared family care
Kinship care
Care plan can include:
Day to day care issues
Protective planning
Restoration/reunification
Residence of child or young person
Contact with family, including siblings, and other significant people
Education and training
Religious practice
Intensive support/special needs
Medical treatment and healthcare
Cultural needs/identity issues
Type of placement proposed, including temporary care pending permanent placement
Agency responsible for care of child
Support services to be provided to child or young person
Leaving care or after care needs
Timeframes and processes for review
Aboriginal and Torres Strait Islander placement principle is:
Principles of self-determination and participation i.e. Aboriginal and Torres Strait Islander people have ownership in relation to decisions about Aboriginal and Torres Strait Islander children/young people
Principles of culturally appropriate placement
Principles of recording requirements of all Aboriginal and Torres Strait islander children and young people and all records are kept permanently
Name, identity, language, cultural and religious ties include:
Child or young person's cultural background is recorded appropriately
If an Aboriginal or Torres Strait Islander child is placed in a non-aboriginal placement contact is maintained with the Aboriginal and Torres Strait Islander community
Cultural and religious practices are maintained and reinforced throughout the placement
Legislative and organisation requirements include:
State and commonwealth legislation
Codes of conduct and organisation beliefs and philosophies
International conventions on the rights of children and young people
State and national standards for out of home care
Interagency protocols
Prepare child/young person for placement includes:
Appropriate information provided about
carer and carer's family
child or young person and their needs (including medical, social, educational, physical and emotional)
safety issues regarding the care of the child or young person
Providing empathy, understanding, and opportunity to talk
Adequate clothing, food, toys, equipment for placement
Needs of the child or young person may include:
A range of developmental and individual needs of the individual child or young person including:
Physical health
Education and/or training
Family and social relationships
Self care skills
Assistance in understanding the reason they are in care
Cultural acknowledgement, input and education
Support provided to child or young person include:
Regular opportunities to discuss placement issues with a trusted and supportive adult
Establishment of a safe and trusting relationship with a responsible adult/s who can act as an advocate if appropriate
Encouragement and opportunities to participate meaningfully in decision-making processes
Ongoing identification, addressing and monitoring of the range of developmental needs
Encouragement to participate in support or advocacy networks with other children/young people in out of home care
Support carers includes:
Regular planned opportunities to discuss placement issues
Access assistance at time of crisis or stress
Opportunity for critical incident de-briefing
Regular training on issues relevant to care of children and young people
Encouragement to participate in support networks with other carers
If caring for a child or young person from a diverse background carers are assisted to support and positively reinforce the child/young person's cultural background and identity
Review refers to:
Reviews are undertaken in line with legislative and organisation requirements
Out of home care can include the child or young personstaying with/in:
Relatives, friends and acquaintances
Foster care
Residential care
Shared family care
Kinship care
Care plan can include:
Day to day care issues
Protective planning
Restoration/reunification
Residence of child or young person
Contact with family, including siblings, and other significant people
Education and training
Religious practice
Intensive support/special needs
Medical treatment and healthcare
Cultural needs/identity issues
Type of placement proposed, including temporary care pending permanent placement
Agency responsible for care of child
Support services to be provided to child or young person
Leaving care or after care needs
Timeframes and processes for review
Aboriginal and Torres Strait Islander placement principle is:
Principles of self-determination and participation i.e. Aboriginal and Torres Strait Islander people have ownership in relation to decisions about Aboriginal and Torres Strait Islander children/young people
Principles of culturally appropriate placement
Principles of recording requirements of all Aboriginal and Torres Strait islander children and young people and all records are kept permanently
Name, identity, language, cultural and religious ties include:
Child or young person's cultural background is recorded appropriately
If an Aboriginal or Torres Strait Islander child is placed in a non-aboriginal placement contact is maintained with the Aboriginal and Torres Strait Islander community
Cultural and religious practices are maintained and reinforced throughout the placement
Legislative and organisation requirements include:
State and commonwealth legislation
Codes of conduct and organisation beliefs and philosophies
International conventions on the rights of children and young people
State and national standards for out of home care
Interagency protocols
Prepare child/young person for placement includes:
Appropriate information provided about
carer and carer's family
child or young person and their needs (including medical, social, educational, physical and emotional)
safety issues regarding the care of the child or young person
Providing empathy, understanding, and opportunity to talk
Adequate clothing, food, toys, equipment for placement
Needs of the child or young person may include:
A range of developmental and individual needs of the individual child or young person including:
Physical health
Education and/or training
Family and social relationships
Self care skills
Assistance in understanding the reason they are in care
Cultural acknowledgement, input and education
Support provided to child or young person include:
Regular opportunities to discuss placement issues with a trusted and supportive adult
Establishment of a safe and trusting relationship with a responsible adult/s who can act as an advocate if appropriate
Encouragement and opportunities to participate meaningfully in decision-making processes
Ongoing identification, addressing and monitoring of the range of developmental needs
Encouragement to participate in support or advocacy networks with other children/young people in out of home care
Support carers includes:
Regular planned opportunities to discuss placement issues
Access assistance at time of crisis or stress
Opportunity for critical incident de-briefing
Regular training on issues relevant to care of children and young people
Encouragement to participate in support networks with other carers
If caring for a child or young person from a diverse background carers are assisted to support and positively reinforce the child/young person's cultural background and identity
Review refers to:
Reviews are undertaken in line with legislative and organisation requirements
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit of competence must be assessed in the workplace and under the normal range of workplace conditions
Consistency in performance should consider the range of clients and specific needs that will encountered in the workplace
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to:
an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes:
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit should be assessed in conjunction with related unit:
CHCCM506C Undertake case management in a child protection framework
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit of competence must be assessed in the workplace and under the normal range of workplace conditions
Consistency in performance should consider the range of clients and specific needs that will encountered in the workplace
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to:
an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes:
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit should be assessed in conjunction with related unit:
CHCCM506C Undertake case management in a child protection framework
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2700 | CHCPROT603A | Plan and manage provision of out of home care | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA69 | CHCPRT023 | Plan, implement and monitor provision of out of home care | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D331 | CHC70208 | Graduate Certificate In Community Services Practice (Client assessment and case management) | Qualification |