H AND SOCIAL CARE H E QUALIFICATIONS HE

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1 ARE HEALTH AND SOC H AND SOCIAL CARE H OCIAL CARE HEALTH A ARE HEALTH AND SOC ND SOCIAL CARE HEA E QUALIFICATIONS HE LTH STUDENT AND SOCIAL GUIDE CARE OCIAL AND CARE LOGBOOK HEALTH A ARE LEVEL HEALTH 3 DIPLOMA FOR THE CHILDREN AND AND SOC YOUNG PEOPLE S WORKFORCE (04696) H AND SOCIAL CARE H Within the Apprenticeship Framework for Children and Young People s Workforce

2 STUDENT GUIDE INTRODUCTION You are about to start an OCR Level 3 Diploma for the Children and Young People s Workforce. We wish you every success and hope that this will be one of many OCR qualifications which you take throughout your life. This guide has been designed to give you information about: the aims and structure of your qualification the people who will be involved in your qualification and what they will do the assessment process you will go through in order to gain your qualification how to plan, collect and organise information to show that you are competent at your job the you have to collect to show you can work to those standards the glossary of terms any extra forms you will use to help you organise the you have collected. Student Guide 2

3 ARE YOU STUDYING THIS QUALIFICATION AS PART OF AN APPRENTICESHIP FRAMEWORK? The framework describes the qualifications that an apprentice has to achieve to successfully complete this Apprenticeship. The components in this Apprenticeship are: COMPETENCE TECHNICAL KNOWLEDGE KEY SKILLS/ FUNCTIONAL SKILLS/ ESSENTIAL SKILLS WALES EMPLOYMENT RIGHTS AND RESPONSIBILITIES PLTS Level 3 Diploma for the Children and Young People s Workforce There is no separate technical qualification for this Apprenticeship. Technical knowledge is within the competence qualification. Application of Number Level 2, Communication Level 2, ICT Level 2 or Functional Skills English, Maths and ICT at Level 2. ERR will be met by completion of an externally assessed and verified qualification. Mapped to the mandatory units in the competence qualifications This qualification satisfies the competence and technical knowledge required to complete an Apprenticeship in Children and Young People s Workforce. 3

4 ABOUT THIS QUALIFICATION The OCR Level 3 Diploma for the Children and Young People s Workforce provides you with a high quality, nationally recognised qualification. This is a vocational, credit-based qualification that provides valuable opportunities for you to develop skills, gain underpinning knowledge and understanding and to demonstrate competence in the workplace. This qualification is based on national occupational standards from the Children and Young People s Workforce sector. Qualification aims Achievement of this qualification demonstrates that the holder of the qualification has the knowledge, understanding and skills needed to competently undertake a range of activities at level 3 within the Children and Young People s Workforce. This qualification specifically aims to: offer an initial entry into the Children and Young People s Workforce recognise the candidate s understanding of the Children and Young People s Workforce evaluate the candidate s application of knowledge in the workplace provide accreditation for the essential knowledge, understanding and competence needed by those working within the Children and Young People s Workforce. Qualification structure The national occupational standards in your qualification have been grouped into the main activities which make up a job. These groups of activities are called units. There are two types of units: Mandatory units you will have to achieve all of these to get your qualification. You may also have to achieve some optional units Optional units you may be able to choose from a number of optional units. You will receive help to choose the best optional units to match your job or interests. Each unit has: a unit aim - this explains what the unit is all about and relates the unit content to typical tasks you may carry out learning outcomes - these set out what you are expected to know, understand or be able to do as a result of the learning process assessment criteria - these detail the requirements that you will be assessed against in order to the learning outcomes. Student Guide 4

5 WHO WILL BE INVOLVED IN YOUR QUALIFICATION Assessment of your qualification is carried out at your centre. Your centre may be your place of work, a college, training agency or combination of these. The people involved in the assessment process are listed below. An assessor (this maybe your manager or supervisor at work): will help you plan and organise your workload and will provide feedback and offer advice will examine your portfolio of will observe you carrying out your job over a period of time will ask you questions about the work you do will judge when you are competent and meet the national standards. An internal verifier: is employed by your centre to maintain the quality of assessment within the centre will visit your place of work to see you being assessed and may wish to speak with you will check the assessment of your portfolio of will check your assessor is following correct assessment procedures the internal verifier is not checking you! An external verifier: is contracted by OCR to ensure that your centre meets the required national standard will make visits to your centre to observe assessment and examine in portfolios may wish to speak with you as part of this process will check the centre is following the correct assessment and verification procedures the external verifier is not checking you! Witnesses These are normally people in your workplace who regularly see you doing your job and know how your job should be done. As you plan your assessment with your assessor you will be asked to think about who these people are. They may be your supervisor or line manager. 5

6 ASSESSMENT In order for you to effectively progress towards meeting the requirements of each assessment criterion, teachers/tutors must make sure that the supporting knowledge, understanding and skills requirements for each criterion are fully addressed. When your assessor is satisfied that you have met all of the requirements for a unit, they must confirm this by signing an record sheet for that unit to show that the assessment process is complete. Initial assessment Before you begin this qualification, you must have received some form of initial assessment. Initial assessment determines your starting point. It identifies any competence or knowledge you already have, and also shows where there are any gaps in your competencies and knowledge. Initial assessment is undertaken to help plan your progress through this qualification because it allows your assessor to help you understand the best place to start collecting. It will also identify units which you might have difficulty finishing. Your assessor will spend time with you at the start of your programme making sure that you: are taking the right level of qualification understand which mandatory units you have to take have chosen the optional units you want to take understand what you need to know or learn to gain the qualification understand what you have to do to collect to show that you are competent agree an assessment plan agree and sign a learning contract. Assessment planning Your assessor will agree a number of considerations with you including: finding the best source of to use for particular units finding the best way of assessing you confirming the best times, dates and places for the assessments to take place. Your assessors will make a note of their assessment planning and regularly give you feedback. With your assessor you will make and agree an assessment plan. This will show: the units the plan covers when you will be observed where you will be observed what you will be doing what you will produce. Your assessor will be looking to find tasks which you do at work which will produce for more than one unit. You may be able to produce for more than one unit at a time. The assessment plan is very important as it will help you prepare for the assessment. You may need to agree with other people when you are to be assessed, especially if you work in a team. You must let your supervisor or manager know so that, as far as possible, your work does not change on the day the assessment is planned. Each time you prepare with your assessor for an assessment in your workplace, you will make an assessment plan. You will review, update and amend your plan many times as you progress through you qualification. This is called the assessment planning cycle. Student Guide 6

7 Assessment There are various assessment methods that can be used as for this qualification. These will be explained in more detail in the next section of this logbook. Assessment feedback Your assessor will give you specific feedback on your performance after assessment. You will also meet regularly to review your progress and, and update your assessment plan. Assessment decisions When you think you have completed a unit, your assessor will make the final assessment decision. Remember that you must provide enough to meet all the criteria in every unit you are claiming. You must meet all of the learning outcomes and assessment criteria. Your assessor s decision will be either that you are competent or that you are not yet competent. If you are not yet competent, you and your assessor will return to the assessment planning cycle and decide how you can collect further. 7

8 RECORDING EVIDENCE It has been agreed that the following assessment methods are most suitable for this qualification: direct observation of practice by an assessor or by the expert witness for occupational specific units examination of by an assessor questioning by an assessor inference of knowledge from direct observation professional discussion with an assessor. In some situations, the assessor may speak to you to provide of the your performance and knowledge (see Professional discussion). Direct observation of practice Direct observation is where the assessor watches what you are doing. They check your practice against the assessment criteria to determine if you are meeting the given standard. You and your assessor should plan direct observations of practice together but it is the assessor s responsibility to record the observation properly. After the observation has taken place, the assessor needs to record an assessment decision and the justification for the decision. The assessor must also give you feedback on your practice and the decision made. Examination of This is where the assessor reviews the you have produced to see if it meets the assessment criteria. For example: The process that you carry out could be recorded in an observation or witness testimony. It is the assessor s responsibility to determine if the you submit for assessment meets the requirements of the qualification. Your work could be: notebook entries, completed forms, computer records, care plans, statements obtained, or reports completed. After the assessor has examined the, the assessor must record an assessment decision and the justification for the decision. The assessor must also give you feedback on your and the decision made. Questioning Your assessor may question you or your witness for the assessment of these qualifications. Questioning is normally an ongoing part of the assessment process, and is necessary to: test your knowledge of facts and procedures check if you understand principles and theories collect information on the type and purpose of the processes you have gone through. Your assessor will record assessment decisions after they have questioned you. They will record enough information to justify the decisions they make. This does not mean that assessors will record, word for word, the questions put to you and the answers you give. However, assessors will record enough information about what they asked and how you replied to allow the assessment to be verified. can: be a reflection of how you carried out a process be the product of your work be a product relating to your competence. Student Guide 8

9 Questioning witnesses is normally an ongoing part of validating written witness statements. However, questioning witnesses should not just be used for this purpose. s should be able to speak to witnesses and record, in whatever way is suitable, the verbal statements of these witnesses. A record of verbal statement is a form of witness statement and could provide valuable to confirm your competence over a period of time. Professional discussion Professional discussion is a structured, planned and in depth discussion recorded by your assessor. It allows you to present of competence and to demonstrate your skills, knowledge and understanding through discussing the and showing how it meets the requirements of the qualification. The assessor will guide the discussion by using open questioning, active listening and knowledge of the requirements of the assessment criteria. Witness statements/testimonies Witness testimonies can be used as of your performance. Such testimonies can be made verbally to the assessor or can be written in a short note. If a witness provides a written statement they need to include the following information: your name the date, time and venue of the activity carried out a description of the activities you performed the date of writing the testimony a description of the witness relationship to you their signature and job title their contact details (such as telephone number). It is not appropriate for witness testimonies to contain a list of the skills to which it relates. Witnesses must direct the information in their testimonies to describing what you did. The assessor will then judge whether the activities demonstrate competence. It is not acceptable for you to produce written witness testimonies for the witness to sign off. 9

10 Simulation Sometimes it is not possible to do the activities that are set down in the assessment criteria. For example the assessment criteria may state that you need to evacuate a burning building. It may be that you never have to do this activity in real life. So for these types of activities simulation may be used. Your assessor will know which assessment criteria can be d simulation. Examples of where simulation may be used include: where performance is critical but events occur infrequently and yet a high degree of confidence is needed that you would act appropriately where performance is critical, happens frequently but where there is risk of harm to you in a real situation as a supplementary form of. Where simulations are used they must replicate working activities in a realistic workplace environment. Copyright and plagarism s must be confident that the work they mark is your own work. This does not mean that you must be supervised throughout the completion of all work but the assessor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of your work. Students must not plagiarise. Plagiarism is the submission of another s work as one s own and/ or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to you being disqualified. It is therefore important you understand that work you submit must be you own. You may refer to research, quotations or but you must list your sources. YOUR PORTFOLIO We have looked at the different types of you might produce for your qualification. In this section we will look at how you should record your. The portfolio A portfolio is a well-organised collection of your for your qualification. It can be any shape or size, depending on the type of you want to have assessed. It can be paper based or in an electronic format. Your centre will help you to decide which will be the best option for you when you start your qualification. The portfolio belongs to you and it is your responsibility to keep it safe and secure. If the portfolio is lost or damaged you may have to reproduce some, which may delay your progress towards your qualification. Your centre may arrange to store the portfolio for you if you decide this is the best way to keep it safe. Sometimes your centre will need to store the portfolio so it can be checked by the internal and external verifiers. When you have completed your portfolio, the centre will usually keep it until the external verifier has visited. The portfolio will then be returned to you. Building a portfolio It is your responsibility to collect your and build a portfolio. Although your centre will help you to do this, it is up to you to make sure you agree a way of organising that you are happy with. Your portfolio must show how the you have collected covers the standards. It should be clearly logged and d, so that your assessor and verifiers can check it easily. You must Student Guide 10

11 show you have covered all of the learning outcomes and assessment criteria requirements in the qualification units. We recommend that you use a simple referencing system for your. You will often find that one piece of can be used for more than one unit. In these cases, you should clearly cross the to the units and elements it covers, indicating specific assessment criteria. There may be some that you cannot put into your portfolio because it is too bulky, or because it is confidential. In these cases, you should make a note in your portfolio to explain where the can be found. Portfolio contents Whether you have an electronic or paper-based portfolio, it will need to contain the following information: Introductory section: your personal and contact details your centre contact details the name and scheme code for your qualification your OCR candidate number (you get this when the centre registers you with OCR for this qualification) your curriculum vitae, job description or personal statement names and contact details of staff involved assessing and verifying your qualification names and contact details of witnesses. Assessment section: a summary of your achievements an log or locator to your to the standards your assessment plans and reviews including your assessment feedback assessment decisions. section: index of your pieces of assessment records such as records of observations and professional discussions records of questions and your answers unit progress and sign off record. Recording forms There is a set of OCR Recording Forms you can use to help you build your portfolio. There are also completed examples to refer to, and blank forms which you can photocopy as required. Your centre has access to these on the OCR website. 11

12 JOB ROLES AND PROGRESSION Job roles at Level 3 are usually those where the learner may have some supervisory or managerial responsibilities, is working without or with only limited supervision and include: nursery nurses nursery room manager child minders day care supervisor SureStart workers special educational needs assistant child care centre managers preschool advisors care workers careers adviser nursery school teachers playworkers speech and language therapists youth and community workers crèche workers support workers in nursery schools, classes or day nurseries Connexions Personal Adviser (LDSS pathway specific) Education Welfare Officer (LDSS pathway specific) Learning Mentor (LDSS pathway specific) anyone working at level 3, who works with children and young people in the voluntary sector, including volunteers who are not covered by another sector skills body. Progression from this qualification can include Foundation degrees within the sector, or the Level 5 Leadership qualifications. Student Guide 12

13 LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE S WORKFORCE (04696) STUDENT LOGBOOK Student name:... Student number:... Unique learner number:... Centre name:... Centre number:... Centre contact:... name:... phone number:... Internal Verifier name:... Internal Verifier phone number:

14 USING YOUR STUDENT LOGBOOK This logbook will help you complete your Level 3 Diploma for the Children and Young People s Workforce qualification. It contains forms you can use to record and organise your. This logbook contains all the achievement records for recording your. There is one record for each mandatory unit. Each achievement record contains the details of the standards you need to achieve for the work activities. Further achievement record sheets for the optional units are available from the OCR website. Space is provided for you to record what you have done for your assessor to tick off those areas where you have met the National Standard. Your assessor will explain how to fill out the achievement records and what is sufficient. They will help you if you have difficulties. The achievement records are very important. If you move jobs or colleges before you finish your qualification, you should take your records with you so that you can continue your qualification. If you have already achieved some units towards your qualification before you leave, as your employer or college to apply to OCR for a certificate that lists the units you have successfully gained. Student Logbook 14

15 LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE'S WORKFORCE To achieve this qualification, students must achieve a total of 65 credits made up as follows: Eleven mandatory units (Group A), plus one mandatory pathway (one from a choice of Group B, C or D), plus a selection of optional units (Group E). In addition, each of the units that appear in the three mandatory pathways (Groups B, C and D), become Optional units for those not taking the pathway. For example, a learner taking the Early Learning and Childcare mandatory pathway (Group B) can choose the units in any of the other two mandatory pathways (Groups C and D) as Optional units. The following table contains the groups of mandatory and optional units: Group A Mandatory Units (all must be completed) UNIT NO SECTOR UNIT NO 1 SHC31 2 SHC32 3 SHC33 4 SHC34 UNIT TITLE Promote communication in health, social care or children s and young people s settings Engage in personal development in health, social care or children s and young people s settings Promote equality and inclusion in health, social care or children s and young people s settings Principles for implementing duty of care in health, social care or children s and young people s settings 5 CYP Core 3.1 Understand child and young person development 4 6 CYP Core 3.2 Promote Child and Young Person Development 3 7 CYP Core 3.3 Understand how to safeguard the well being of children and young people 3 8 CYP Core 3.4 Support children and young people s health and safety 2 9 CYP Core 3.5 Develop positive relationships with children, young people and others involved in their care 10 CYP Core 3.6 Working together for the benefit of children and young people 2 11 CYP Core 3.7 Understand how to support positive outcomes for children and young people 3 CREDIT VALUE

16 Group B Mandatory Pathway - Early Learning and Childcare UNIT NO SECTOR UNIT NO UNIT TITLE CREDIT VALUE 12 EYMP1 Context and principles for early years provision 4 13 EYMP2 Promote learning and development in the early years 5 14 EYMP3 Promote children s welfare and well being in the early years 6 15 EYMP4 Professional practise in early years settings 3 16 EYMP5 Support children s speech, language and communication 4 Group C Mandatory Pathway - Social Care UNIT NO SECTOR UNIT NO UNIT TITLE CREDIT VALUE 17 SCMP1 Assessment and planning with children and young people 5 18 SCMP2 Promote the well being and resilience of children and young people 4 19 SCMP3 Professional practice in children s and young people s social care 4 Group D Mandatory Pathway - Learning, Development and Support Services UNIT NO SECTOR UNIT NO UNIT TITLE CREDIT VALUE 20 LDSSMP1 Support children and young people to achieve their education potential 4 21 LDSSMP2 Support children and young people to make positive changes in their lives 4 22 LDSSMP3 Professional practice in learning, development and support services 5 Student Logbook 16

17 Group E Optional Units UNIT NO SECTOR UNIT NO 23 CYPOP1 UNIT TITLE Work with babies and young children to promote their development and learning CREDIT VALUE 6 24 CYPOP2 Care for the physical and nutritional needs of babies and young children 6 25 CYPOP3 Lead and manage a community based early years setting 6 26 CYPOP4 Promote young children s physical activity and movement skills 3 27 CYPOP5 Understand how to set up a home based childcare service 4 28 CYPOP6 Support disabled children and young people and those with specific requirements 6 29 CYPOP7 Promote creativity and creative learning in young children 5 30 CYPOP16 Coordinate special educational needs provision 5 31 CYPOP17 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage 5 32 CYPOP37 Support children or young people in their own home 4 33 CYPOP30 Support the creativity of children and young people 3 34 CYPOP35 Work with children and young people in a residential care setting 5 35 CYPOP8 Support young people to develop, implement and review a plan of action 3 36 CYPOP9 Provide information and advice to children and young people 3 37 CYPOP10 Develop interviewing skills for work with children and young people 3 38 CYPOP11 Caseload management 3 39 CYPOP12 Support children and young people to move towards independence and manage their lives 3 40 CYPOP13 Support children and young people to achieve their learning potential 3 41 CYPOP14 Support children and young people to have positive relationships 3 42 CYPOP43 43 CYPOP44 44 CYPOP15 Improving the attendance of children and young people in statutory education Facilitate the learning and development of children and young people through mentoring education Support positive practice with children and young people with speech, language and communication needs CYPOP20 Support speech, language and communication development 3 46 CYPOP21 47 CYPOP22 Work with parents, families and carers to support their children s speech, language and communication development Understand the speech, language and communication needs of children and young people with behavioural, social and emotional difficulties

18 Group E Optional Units (continued) UNIT NO SECTOR UNIT NO 48 CYPOP23 49 CYPOP24 50 CYPOP42 UNIT TITLE Support the speech, language and communication development of children who are learning more than one language Support children and young people s speech, language and communication skills Support care within fostering services for vulnerable children and young people CREDIT VALUE CYPOP45 Support the referral process for children and young people 3 52 YP Support young people who are involved in anti social and/ or criminal activities 2 53 YPO06 Support young people who are looked after or are leaving care 3 54 YPO07 Support young people who are socially excluded or excluded from school 2 55 YP Support young people in relation to sexual health and risk of pregnancy 2 56 LLUK302 Enable parents to develop ways of handling relationships and behaviour that contribute to everyday life with children 3 57 LLUK301 Work with parents to meet their children s needs 3 58 YP Support young people with mental health problems 3 59 LLUK312 Engage young parents in supporting their children s development 3 60 LLUK313 Engage fathers in their children s early learning 3 61 LLUK Engage parents in their children s early learning 3 62 HSC3045 Promote positive behaviour 6 63 HSC3047 Support use of medication in social care settings 5 Student Logbook 18

19 UNIT 1 (SHC31) PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS THIS IS A MANDATORY UNIT This unit aims to provide the knowledge, skills and understanding of the central importance of communication in a variety of settings, and the ways to meet individual needs and ps in communication. It also considers issues of confidentiality. The unit is divided into four parts: 1. Understand why effective communication is important in the work setting. 2. Be able to meet the communication and language needs, wishes and ps of individuals. 3. Be able to overcome barriers to communication. 4. Be able to apply principles and practices relating to confidentiality Unit 1 - SHC31

20 UNIT 1 (SHC31) PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS Learning Outcome 1 - Understand why effective communication is important in the work setting 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in the work setting Learning Outcome 2 - Be able to meet the communication and language needs, wishes and ps of individuals 2.1 Demonstrate how to establish the communication and language needs, wishes and ps of individuals 2.2 Describe the factors to consider when promoting effective communication 2.3 Demonstrate a range of communication methods and styles to meet individual needs 2.4 Demonstrate how to respond to an individual s reactions when communicating POINTS TO NOTE The communication needs of the supportive practice, whilst acknowledging the importance - and need - of confidentiality, are wide-reaching. There is a natural process to link items of discussion gained within the practice. Transferable skills: that involve making contracts (agreements); listening skills; observing skills; accuracy; interpretation; the consideration of transference; the consideration of the reflection of the client whilst also comparing past and present patterns are all ongoing communicative skills of working-inpractice. Unit 1 - SHC

21 UNIT 1 (SHC31) PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS ACTIVITY Identify what the key concepts of psychodynamic theory are. Learning Outcome 3 - Be able to overcome barriers to communication 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways 3.2 Identify barriers to effective communication 3.3 Demonstrate ways to overcome barriers to communication 3.4 Demonstrate strategies that can be used to clarify misunderstandings 3.5 Explain how to access extra support or services to enable individuals to communicate effectively Learning Outcome 4 - Be able to apply principles and practices relating to confidentiality 4.1 Explain the meaning of the term confidentiality 4.2 Demonstrate ways to maintain confidentiality in day to day communication 4.3 Describe the potential tension between maintaining an individual s confidentiality and disclosing concerns 21 Unit 1 - SHC31

22 UNIT 1 (SHC31) PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS Key terms Effective Communication: the ability to meet the communication and language support needs, wishes and ps of individuals (children and young people). Inclusive Communication: the ability to overcome barriers to communication whilst gaining awareness of the extra support and/or services available. Confidentiality: the ability to apply principles and practices relating to confidentiality (within the working practice and that of the individual) and, that of disclosures. DID YOU KNOW? The supportive practice: often involves the implementation of basic analysis and its methods (often discussed by Freud and his peers). When we communicate with children and young people (client/s) we may also consider, whilst working towards the overall wellbeing of children and young people, key concepts of psychodynamic theory. Unit 1 - SHC

23 UNIT 1 (SHC31) PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 1 - SHC31

24 UNIT 2 (SHC32) ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING THIS IS A MANDATORY UNIT This unit aims to provide the knowledge, skills and understanding required to consider personal development and reflective practice; the central importance of communication in a variety of settings; and the ways to meet individual needs and ps in communication. It also covers issues of confidentiality. The unit is divided into five parts: 1. Understand what is required for competence in own work role 2. Be able to reflect on practice 3. Be able to evaluate own performance 4. Be able to agree a personal development plan 5. Be able to use learning opportunities and reflective practice to contribute to personal development. Unit 2 - SHC

25 UNIT 2 (SHC32) ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING Learning Outcome 1 - Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as expressed in relevant standards Learning Outcome 2 - Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice Learning Outcome 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 25 Unit 2 - SHC32

26 UNIT 2 (SHC32) ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING Learning Outcome 4 Be able to agree a personal development plan 4.1 Identify sources of support for planning and reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan Learning Outcome 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development POINTS TO NOTE Any act of support, particularly within the overall therapeutic view of a holistic approach, often attached to supportive settings, will be duty bound to be based on a view of being non-judgemental and un-opinionated. Continued Professional Development (CPD) of the work-in-practice should also include personal support within working practice. This can be demonstrated in many ways. For instance: access to supervisory links (supervision) and team meetings (with the consideration also of acknowledging the data protection act) can bring through further understanding i.e. when considering the need for referral. Unit 2 - SHC

27 Key terms Competence in practice: the ability to work to agreed standards of working practice. Reflection in practice: the ability to reflect upon (re-visit) and then evaluate new findings. UNIT 2 (SHC32) ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING Self-evaluation: the ability to acknowledge all feedback, evaluate own performance and present findings. Personal (Individual) Development Plan: the ability to acknowledge and work towards Continued Professional Development (CPD) allowing for reflection, review and agreed actions. DID YOU KNOW? Social work involves protecting the vulnerable within our society (including children and young people). This often includes inclusive promotion and, this strength may also lead to consideration of the generation of care orders, supervision orders as well as other alternative avenues (using the guidance of the law). The need for court orders may also be delayed, deferred and/or omitted through parental partnership working. CAREER well being personal development you RELATIONSHIPS CREATIVITY AND FUN PHYSICAL ENVIRONMENT FINANCES 27 Unit 2 - SHC32

28 UNIT 2 (SHC32) ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 2 - SHC

29 UNIT 3 (SHC33) PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS THIS IS A MANDATORY UNIT This unit aims to provide the knowledge, skills and understanding to promote equality, diversity and inclusion in the work setting. The unit is divided into three parts: 1. Understand the importance of diversity, equality and inclusion 2. Be able to work in an inclusive way 3. Be able to promote diversity, equality and inclusion Unit 3 - SHC33

30 UNIT 3 (SHC33) PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS ACTIVITY Name two links of inclusive practice currently available within your work or study. Learning Outcome 1 - Understand the importance of diversity, equality and inclusion 1.1 Explain what is meant by Diversity Equality Inclusion 1.2 Describe the potential effects of discrimination 1.3 Explain how inclusive practice promotes equality and supports diversity Learning Outcome 2 - Be able to work in an inclusive way 2.1 Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role 2.2 Show interaction with individuals that respects their beliefs, culture, values and ps Learning Outcome 3 Be able to promote diversity, equality and inclusion 3.1 Demonstrate actions that model inclusive practice 3.2 Demonstrate how to support others to promote equality and rights 3.3 Describe how to challenge discrimination in a way that promotes change Unit 3 - SHC

31 Key terms Diversity (equality and inclusion): inclusive practice promotes equality and supports diversity by working to agreed standards and/or legislation. Effects (of discrimination): continued cause in the wider society (i.e. the child or young person, family and/or social links even those who do not offer inclusion) when inclusion is not offered or maintained. UNIT 3 (SHC33) PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS Promoting inclusivity: the ongoing ability to demonstrate, promote and support, actions of inclusive practice, both within the work role and through external factors. This may also include aspects of change management. POINTS TO NOTE Social learning theory often emphasises that aspects of environment (the surrounding in which we live, work, socialise and/or study in) can introduce certain and/or specific behaviours. This also leads to the notion that we often learn by both observing and imitating each other. These are also aspects of learning and conditioning (classical and/or operant conditioning [Skinner, individual learning with immediate feedback]). It could also be determined that general behaviour is a process of varying factors that include discrimination, generalisation and positive and negative behaviour reinforcement. DID YOU KNOW? Language and communication skills, and their development, also involve ongoing non-verbal communication skills that may also be considered alongside social processes. This often leads to the learning of the first language. Visual communication may also include extended gestures through animated explanations. Extended communication - for instance: deaf awareness, allows access to interpretation support through the use of a sign language (i.e. BSL) interpreter Unit 3 - SHC33

32 UNIT 3 (SHC33) PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 3 - SHC

33 UNIT 4 (SHC34) PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS THIS IS A MANDATORY UNIT This unit aims to provide the knowledge and understanding of how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. The unit is divided into three parts: 1. Understand how duty of care contributes to safe practice 2. Know how to address conflicts or dilemmas that may arise between an individual s rights and the duty of care 3. Know how to respond to complaints Unit 4 - SHC34

34 UNIT 4 (SHC34) PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS ACTIVITY What are four principles for implementing duty of care? Learning Outcome 1 - Understand how duty of care contributes to safe practice 1.1 Explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding or protection of individuals Learning Outcome 2 - Know how to address conflicts or dilemmas that may arise between an individual s rights and the duty of care 2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual s rights 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual s rights and the duty of care 2.3 Explain where to get additional support and advice about conflicts and dilemmas Learning Outcome 3 Know how to respond to complaints 3.1 Describe how to respond to complaints 3.2 Explain the main points of agreed procedures for handling complaints Unit 4 - SHC

35 Key terms Duty of Care: the ability to understand and overcome any conflicts that may arise in order to maintain duty of care. Safeguarding: ensuring that children and young people, are kept from harm within the work-setting whilst maintaining external factors of duty-of-care also. Risk Management: support in the assessment and management of risk (internal and external factors. UNIT 4 (SHC34) PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS POINTS TO NOTE The standards will be part of the induction process for all who are entering the health and social care profession for the first time and, others who transfer to another employer or role within health & social care. Responding (to complaints): the ability to work to, and within, agreed guidelines (for instance acting in an appropriate and courteous manner) when responding to complaints. DID YOU KNOW? Skills for Care s refreshed version of the Common Induction Standards (2005), has now replaced the Common Induction Standards (2005). They also reflect current policy and practice. It has been acknowledging also that duty of care can be implemented and/or supported by adhering to the following principles: Standard 1: Role of the health and social worker; Standard 2: Personal development; Standard 3: Communicate effectively; Standard 4: Equality and inclusion; Standard 5: Principles for implementing duty of care; Standard 6: Principles of safeguarding in health and social care.; Standard 7: Person-centred support; Standard 8: Health and safety in an adult social care setting ASSESSMENT EVALUATION WORK PROCESS DECIDING OUTCOMES INTERVENTION PLANNING 35 Unit 4 - SHC34

36 UNIT 4 (SHC34) PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 4 - SHC

37 UNIT 5 (CYP 3.1) UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT THIS IS A MANDATORY UNIT This unit aims to provide the knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also aims to provide knowledge and understanding of the actions to be taken when differences in development are identified; and the potential effects of transitions on children and young people s development. The unit is divided into five parts: 1. Understand the expected pattern of development for children and young people from birth to 19 yrs 2. Understand the factors that influence children and young people s development and how these affect practice 3. Understand how to monitor children and young people s development and interventions that should take place if this is not following the expected pattern 4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people 5. Understand the potential effects of transitions on children and young people s development Unit 5 - CYP 3.1

38 UNIT 5 (CYP 3.1) UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT Learning Outcome 1 - Understand the expected pattern of development for children and young people from birth to 19 yrs 1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs 1.2 Explain the difference between sequence of development and rate of development and why the difference is important Learning Outcome 2 - Understand the factors that influence children and young people s development and how these affect practice 2.1 Explain how children and young people s development is influenced by a range of personal factors 2.2 Explain how children and young people s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice DID YOU KNOW? Developmental Theories: provide supportive guidance and under-pinning knowledge in the ongoing development of children and young people - who should be seen as individuals (both with personality and through learning) within their own right (i.e. demonstration of individual differences). Skinner s theoretical findings indicate that when behaviours are continually positively reinforced (by supportive re-affirmations from an adult [taking time to congratulate and reward good and appropriate behaviour]) then these behaviours are more likely to be repeated in the future. Unit 5 - CYP

39 POINTS TO NOTE If varying aspects of development and behaviour bring UNIT 5 (CYP 3.1) UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT through insights of discussion, involving continual criticism, then general theories should also be re-visited and continually evaluated as of research often supports and refutes any claim. All decisions agreed, on a child or young person s overall well-being, should be considered from all perspectives allowing for an informed judgement thus bringing conclusive strength to overall findings. Learning Outcome 3 - Understand how to monitor children and young people s development and interventions that should take place if this is not following the expected pattern 3.1 Explain how to monitor children and young people s development using different methods 3.2 Explain the reasons why children and young people s development may not follow the expected pattern 3.3. Explain how disability may affect development 3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern Learning Outcome 4 - Understand the importance of early intervention to support the speech, language and communication needs of children and young people 4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition 4.2 Explain how multi agency teams work together to support speech, language and communication 4.3. Explain how play and activities are used to support the development of speech, language and communication 39 Unit 5 - CYP 3.1

40 UNIT 5 (CYP 3.1) UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT Learning Outcome 5 - Understand the potential effects of transitions on children and young people s development. 5.1 Explain how different types of transitions can affect children and young people s development 5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition Key terms Attachment: the need for closeness with others (infants and older). Secondary reinforcement: the reiteration of learning. Classical and Operant conditioning: learning occurrence as a result of association and/or reinforcement ACTIVITY Nativists and Empiricists offer explanations on child behaviour patterns (an important part of a young person s development). Research both titles and include a short description. Intervention: support via multi-agency working, often the first step towards overall well-being Transition: aspects of change, often involving a new environment outside of the comfort zone. DID YOU KNOW? Bowlby describes attachment behaviour (specific behaviours, as demonstrated by the infant/child, in order to remain close to a chosen person) as an initial method of strengthening the child and mother bond. This may also be seen as an integral stage of early development, supporting skills in bonding with others at later stages within life. This often links to personal factors (that may include general health and wellbeing) and external factors (the environment in which the child or young person resides in or is introduced and/or attached to). Unit 5 - CYP

41 UNIT 5 (CYP 3.1) UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback 41 Unit 5 - CYP 3.1

42 UNIT 6 (CYP 3.2) PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT THIS IS A MANDATORY UNIT This unit aims to provide a sound basis of knowledge, understanding and the competence required to promote children and young people s development and positive behaviour. It also includes how to support children and young people going through transitions in their lives. The unit is divided into six parts: 1. Be able to assess the development needs of children or young people and prepare a development plan 2. Be able to promote the development of children or young people 3. Be able to support the provision of environments and services that promote the development of children or young people. 4. Understand how working practices can impact on the development of children and young people. 5. Be able to support children and young people s positive behaviour 6. Be able to support children and young people experiencing transitions. Unit 6 - CYP

43 UNIT 6 (CYP 3.2) PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT Learning Outcome 1 - Be able to assess the development needs of children or young people and prepare a development plan 1.1. Explain the factors that need to be taken into account when assessing development 1.2. Assess a child or young person s development in the following areas physical communication intellectual/ cognitive social, emotional and behavioural moral 1.3. Explain the selection of the assessment methods used 1.4 Develop a plan to meet the development needs of a child or young person in the work setting Learning Outcome 2 - Be able to promote the development of children or young people 2.1 Implement a development plan for a child or young person according to own role and responsibilities, taking into account that development is holistic and interconnected 2.2 Evaluate and revise the development plan in the light of implementation 2.3 Explain the importance of a person centred and inclusive approach and give examples of how this is implemented in own work 2.4 Listen to children or young people and communicate in a way that encourages them to feel valued 2.5 Encourage children or young people to actively participate in decisions affecting their lives and the services they receive according to their age and abilities 43 Unit 6 - CYP 3.2

44 UNIT 6 (CYP 3.2) PROCESS KNOWLEDGE PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT good practice SKILLS VALUES & ETHICS POINTS TO NOTE Children - and young people, when provided with the opportunity of appropriate interaction, often gain further development in their cognitive ability - allowing for the continued consideration of others. Learning Outcome 3 - Be able to support the provision of environments and services that promote the development of children or young people. 3.1 Explain the features of an environment or service that promotes the development of children and young people 3.2 Demonstrate how own work environment or service is organised to promote the development of children or young people Learning Outcome 4 - Understand how working practices can impact on the development of children and young people. 4.1 Explain how own working practice can affect children and young people s development 4.2 Explain how institutions, agencies and services can affect children and young people s development Unit 6 - CYP

45 ACTIVITY Name one theorist who has carried out research into Moral Development and provide a short description of their findings. UNIT 6 (CYP 3.2) PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT Learning Outcome 5 - Be able to support children and young people s positive behaviour 5.1 Work with children and young people to encourage positive behaviour 5.2. Evaluate different approaches to supporting positive behaviour Learning Outcome 6 - Be able to support children and young people experiencing transitions 6.1 Explain how to support children and young people experiencing different types of transitions 6.2 Demonstrate provision of structured opportunities for children or young people to explore the effects of transitions on their lives 45 Unit 6 - CYP 3.2

46 UNIT 6 (CYP 3.2) PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT Key terms Assessment: gauging levels of personal abilities whilst remaining non-judgemental. Methods: the holistic process of working with home and external environments. Development Plan: a Teacher may introduce an individual learning plan (ILP) attached to an overall scheme of work, often taking into account a differentiation strategy (inclusion). Environment (or Service): a positive and supportive environment working to agreed standards. Positive Behaviour: reinforcement of encouragement through supportive approaches that may also, in some instances, include multiagency working. Types of Transitions: development of a structure of support allowing for personal reflection. DID YOU KNOW? Social Learning: theorists (Bandura and colleagues) place prominence on the roles of modelling in learning basic rules of appropriate and/or inappropriate and controlling behaviour thus, the belief that children learn and gain appropriate and/or inappropriate skills in two main ways by: (i) parents and/or carer s offering specific guidance in what is and is not appropriate (continual guidance); (ii) observing adults and other young people within their internal and external environment/s - i.e. within the home and/or through social media, and then imitating this behaviour (learning by example [whether appropriate or not]). Unit 6 - CYP

47 UNIT 6 (CYP 3.2) PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback 47 Unit 6 - CYP 3.2

48 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE THIS IS A MANDATORY UNIT This unit aims to provide the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety. The unit is divided into seven parts: 1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people 2. Understand the importance of working in partnership with other organisations to safeguard children and young people 3. Understand the importance of ensuring children and young people s safety and protection in the work setting 4. Understand how to respond to or concerns that a child or young person has been abused or harmed 5. Understand how to respond to or concerns that a child or young person has been bullied 6. Understand how to work with children and young people to support their safety and well being 7. Understand the importance of e-safety for children and young people. Unit 7 - CYP

49 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE Learning Outcome 1 - Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people 1.2 Explain child protection within the wider concept of safeguarding children and young people 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing Learning Outcome 2 - Understand the importance of working in partnership with other organisations to safeguard children and young people 2.1 Explain the importance of safeguarding children and young people 2.2 Explain the importance of a child or young person centred approach 2.3 Explain what is meant by partnership working in the context of safeguarding 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed 49 Unit 7 - CYP 3.3

50 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE ACTIVITY In what year was the original Children s Act published? How many key principles are there? Learning Outcome 3 - Understand the importance of ensuring children and young people s safety and protection in the work setting 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits Learning Outcome 4 - Understand how to respond to or concerns that a child or young person has been abused or harmed 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged Unit 7 - CYP

51 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE Learning Outcome 5 - Understand how to respond to or concerns that a child or young person has been bullied 5.1 Explain different types of bullying and the potential effects on children and young people 5.2 Outline the policies and procedures that should be followed in response to concerns or of bullying and explain the reasons why they are in place 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged Learning Outcome 6 - Understand how to work with children and young people to support their safety and well being 6.1 Explain how to support children and young people s self-confidence and self-esteem 6.2 Analyse the importance of supporting resilience in children and young people 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety 51 Unit 7 - CYP 3.3

52 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE Learning Outcome 7 - Understand the importance of e-safety for children and young people 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone 7.2. Describe ways of reducing risk to children and young people from: social networking internet use buying online using a mobile phone DID YOU KNOW? In September 2003, the Government published the Every Child Matters Green Paper alongside its formal response to the Victoria Climbi, Inquiry Report. The Green Paper proposed changes in policy and legislation in England to maximise opportunities and minimise risks for all children and young people, focusing services more effectively around the needs of children, young people and families. Unit 7 - CYP

53 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE POINTS TO NOTE Local Authorities have a general duty to safeguard and promote the welfare of children within their locality where a need has been determined. The Children s Act ( 2004 ), was produced in the light of a consultation and gives effect to the legislative proposals, to create clear accountability for children s services. The idea: to promote and enable better and joint working and, to secure a better focus on safeguarding children. Key terms Safeguarding: ensuring that children and young people, are kept from harm within the work-setting whilst maintaining external factors of duty-of-care also. Day-to-day (working practice): considering and gaining understanding in standards of support Empowerment: supporting children and young people, in making positive and informed choices embracing the idea of wellbeing. Different Organisations (multi-agency working): external factors of community support. Policies and Procedures: ensuring consideration of all risk-assessments whilst maintaining the safety of the supportive practice and the children and young people, in support. Bullying: any action of intention, or verbal remark (that does not consider the overall wellbeing of another) whether confirmed, suspected or alleged Unit 7 - CYP 3.3

54 UNIT 7 (CYP 3.3) UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 7 - CYP

55 UNIT 8 (CYP 3.4) SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY THIS IS A MANDATORY UNIT This unit aims to provide the knowledge, understanding and skills required to support children and young people s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting. The unit is divided into four parts: 1. Understand how to plan and provide environments and services that support children and young people s health and safety 2. Be able to recognise and manage risks to health, safety and security in a work setting or off site visits 3. Understand how to support children and young people to assess and manage risk for themselves 4. Understand appropriate responses to accidents, incidents, emergencies and illness in work settings and off site visits. Unit 8 - CYP

56 UNIT 8 (CYP 3.4) SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY Learning Outcome 1 - Understand how to plan and provide environments and services that support children and young people s health and safety 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services 1.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely 1.3 Identify sources of current guidance for planning healthy and safe environments and services 1.4 Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service Learning Outcome 2 - Be able to recognise and manage risks to health, safety and security in a work setting or off site visits 2.1 Demonstrate how to identify potential hazards to the health, safety and security of children or young people, families and other visitors and colleagues 2.2 Demonstrate ability to deal with hazards in the work setting or in off site visits 2.3 Undertake a health and safety risk assessment in own work setting or service illustrating how its implementation will reduce risk 2.4 Explain how health and safety risk assessments are monitored and reviewed 56 Unit 8 - CYP 3.4

57 UNIT 8 (CYP 3.4) SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY DID YOU KNOW? Every Child Matters, introduced through the Children Act 2004, aims that for every child, no matter what their background or social circumstances, will be provided with individual support to ensure that they have the opportunity to: be healthy; stay safe; enjoy and achieve; make a positive contribution; and achieve economic well-being. Learning Outcome 3 - Understand how to support children and young people to assess and manage risk for themselves 3.1 Explain why it is important to take a balanced approach to risk management 3.2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements 3.3 Give example from own practice of supporting children or young people to assess and manage risk Learning Outcome 4 - Understand appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits 4.1 Explain the policies and procedures of the setting or service in response to accidents, incidents, emergencies and illness 4.2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Unit 8 - CYP

58 Key terms Factors (Health & Safety): the planning and provision of services in support of health & safety. UNIT 8 (CYP 3.4) SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY Identifying Potential Hazards: recognising internal, and external (off-site visits), risks to health, safety and security. Risk Management: support in the assessment and management of risk. Health & Safety: an understanding of the appropriate responses to incidences both internal and external (off-site visits) ACTIVITY Read the action plan on Every Child Matters from your Local Authority (making a note of the website address) also ask for a copy of your workplace (or study link) Health & Safety policy and read it. POINTS TO NOTE Each Local Authority, working with its partners through children s trust partnerships, are working to find out what works best for the children and young people within its locality and then acting upon it. This process also encourages listening to children, and young people, in order to allow inspectors to include these views when making their judgements. Health & Safety is also an important part of any action plan. lifestyle ENVIRONMENT HYGIENE NUTRITION EXERCISE health DIET FRIENDS SPORTS STRESS MANAGEMENT SLEEP HEALTHCARE 58 Unit 8 - CYP 3.4

59 UNIT 8 (CYP 3.4) SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 8 - CYP

60 UNIT 9 (CYP 3.5) DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE THIS IS A MANDATORY UNIT This unit aims to provide learners with the understanding, skills and practice required to develop positive relationships with children, young people and carers. The unit is divided into two parts: 1. Be able to develop positive relationships with children and young people 2. Be able to build positive relationships with people involved in the care of children and young people Unit 9 - CYP 3.5

61 UNIT 9 (CYP 3.5) DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE ACTIVITY Describe, in your own words, your definition of the term transference. Learning Outcome 1 - Be able to develop positive relationships with children and young people 1.1 Explain why positive relationships with children and young people are important and how these are built and maintained 1.2. Demonstrate how to listen to and build relationships with children and young people 1.3. Evaluate own effectiveness in building relationships with children or young people Learning Outcome 2 - Be able to build positive relationships with people involved in the care of children and young people. 2.1 Explain why positive relationships with people involved in the care of children and young people are important 2.2 Demonstrate how to build positive relationships with people involved in the care of children and young people POINTS TO NOTE Freud s findings, along with those of his peers, help reinforce the idea that Listening skills (without judgement) are a key factor when building positive relationships within the working practice (inclusive of children and young people). The ability to evaluate personal working skills - when working towards the building of positive relationships - promotes further consideration in the overall wellbeing of the child or young person (client/s). Unit 9 - CYP

62 Key terms Positive Relationships: the ability to develop and maintain positive relationships with others. Involvement (key people): the ability to build and maintain positive relationships with working partners. UNIT 9 (CYP 3.5) DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE DID YOU KNOW? When we take time to understand the experiences of another, particularly those based within childhood, we may also see similarities to overall stages of development. For instance: if the child or young person (client) experienced a traumatic experience within their early childhood, this could cause barriers to their natural cycle of learning and development (i.e. elements of the learning stage are omitted or incomplete). Support, within ongoing practice, offers the opportunity for the child or young person (client) to begin the process of accessing links of support Unit 9 - CYP 3.5

63 UNIT 9 (CYP 3.5) DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 9 - CYP

64 UNIT 10 (CYP 3.6) WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE THIS IS A MANDATORY UNIT This unit aims to enable learners to understand the importance of multi agency and integrated working and to develop the skills of effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in work with children and young people. The unit is divided into three parts: 1. Understand integrated and multi agency working 2. Be able to communicate with others for professional purposes 3. Be able to support organisational processes and procedures for recording, storing and sharing information Unit 10 - CYP 3.6

65 UNIT 10 (CYP 3.6) WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE ACTIVITY In what year was the Data Protection Act revised to include written records also? Learning Outcome 1 - Understand integrated and multi agency working 1.1 Explain the importance of multi agency working and integrated working 1.2 Analyse how integrated working practices and multi agency working in partnership deliver better outcomes for children and young people 1.3 Describe the functions of external agencies with whom your work setting or service interacts 1.4 Explain common barriers to integrated working and multi agency working and how these can be overcome 1.5 Explain how and why referrals are made between agencies 1.6 Explain the assessment frameworks that are used in own UK Home Nation Learning Outcome 2 - Be able to communicate with others for professional purposes 2.1 Select appropriate communication methods for different circumstances 2.2 Demonstrate use of appropriate communication methods selected for different circumstances 2.3 Prepare reports that are accurate, legible, concise and meet legal requirements Unit 10 - CYP

66 UNIT 10 (CYP 3.6) WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE Learning Outcome 3 - Be able to support organisational processes and procedures for recording, storing and sharing information 3.1 Demonstrate own contribution to the development or implementation of processes and procedures for recording, storing and sharing information 3.2. Demonstrate how to maintain secure recording and storage systems for information: paper based electronic 3.3. Analyse the potential tension between maintaining confidentiality with the need to disclose information: where abuse of a child or young person is suspected when it is suspected that a crime has been/may be committed DID YOU KNOW? There are many aspects to the supportive working practice particularly when working with and for the benefit of children and young people (clients). For the benefit of the overall working practice, agreed action planning may also include: Knowledge of legal practices relevant to the service group. Risk assessments. Awareness on confidentiality and the data protection act. Access to an effective and appropriate decision making framework Unit 10 - CYP 3.6

67 UNIT 10 (CYP 3.6) WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE Key terms Integrated and Multi-agency working: integrated working practices (internal) and external agencies of practice. Communication: the ability to deliver inclusive communication to and/or for others within a professional capacity - working to agreed standards of effective communication within the work place. Report writing: working to agreed guidelines that are concise, accurate, legible and inclusive of standards. POINTS TO NOTE An effective and appropriate decision making framework (action plan), particularly when working towards the overall wellbeing of children and young people (clients), will most likely include some aspect of supervision. Depending on the individual level of the work role, and its environment, lead practitioners may find that templates of exemplar are available for their use. A valuable resource tool when completed with accuracy, legibility and whilst inclusive of standards. Unit 10 - CYP

68 UNIT 10 (CYP 3.6) WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE NOTES AND FEEDBACK Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback 68 Unit 10 - CYP 3.6

69 UNIT 11 (CYP 3.7) UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE THIS IS A MANDATORY UNIT This unit aims to provide members of the children and young people s workforce with an understanding of the factors that can impact, both negatively and positively, on the outcomes and life chances of children and young people. It includes approaches to supporting positive outcomes including disability and specific requirements. The unit is divided into four parts: 1. Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people 2. Understand how practitioners can make a positive difference in outcomes for children and young people 3. Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people 4. Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people. Unit 11 - CYP

70 ACTIVITY Highlight one example that you have heard, or read about, with regard to the general wellbeing of children and young people. UNIT 11 (CYP 3.7) UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE Learning Outcome 1 - Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people 1.1 Describe the social, economic and cultural factors that will impact on the lives of children and young people 1.2 Explain the importance and impact of poverty on outcomes and life chances for children and young people 1.3 Explain the role of children and young people s personal choices and experiences on their outcomes and life chances Learning Outcome 2 - Understand how practitioners can make a positive difference in outcomes for children and young people 2.1 Identify the positive outcomes for children and young people that practitioners should be striving to achieve 2.2 Explain the importance of designing services around the needs of children and young people 2.3 Explain the importance of active participation of children and young people in decisions affecting their lives 2.4 Explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives 70 Unit 11 - CYP 3.7

71 UNIT 11 (CYP 3.7) UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE Learning Outcome 3 - Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people 3.1 Explain the potential impact of disability on the outcomes and life chances of children and young people 3.2 Explain the importance of positive attitudes towards disability and specific requirements 3.3 Explain the social and medical models of disability and the impact of each on practice 3.4 Explain the different types of support that are available for disabled children and young people and those with specific requirements Learning Outcome 4 - Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people 4.1 Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people 4.2 Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes Unit 11 - CYP

72 Key terms Factors (Social, Economic and Cultural): the surrounding environment of the child or young person. UNIT 11 (CYP 3.7) UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE Personal Choices: the informed choices, with support, made by children and young people. Positive Outcomes: work-in-practice that supports positive outcomes for children and young people. Types of Support: work-in-practice that supports inclusivity of special and/or additional needs (often known generically as SEN ). POINTS TO NOTE The Children s Act (1989) in part, allows us to consider the overall need for the provision of children with regard to their health and wellbeing whilst also considering the many factors of supportive help available. DID YOU KNOW? When working with children and families, descriptions of the principals of the Children Act 1989 are permitted. This allows the work-in-practice to provide examples of how these principles may be implemented into the working practice thus, allowing a valuable insight on any impending legislation when working with children, young people and their families. Every Child Matters (2003), introduced key elements in offering further, and positive support, to children and young people maintaining that every child has the right to: be healthy; stay safe; enjoy and achieve; make a positive contribution; and achieve economic wellbeing Unit 11 - CYP 3.7