IQ Level 3 Award in Supporting Teaching and Learning in Schools (QCF) Specification

IQ Level 3 Award in Supporting Teaching and Learning in Schools (QCF) Specification Regulation No: 600/3751/9 Page 1 of 26

Contents Page Industry Qualifications... 3 Introduction... 3 About this Qualification... 4 Structure (Credit, Rules of Combination, Guided Learning Hours)... 4 Delivery... 4 Assessment... 4 Age range and Geographical Coverage... 4 Learner entry requirements... 5 Tutor requirements... 5 Unit 1: Communication and professional relationships with children, young people and adults F/601/3327... 6 Unit 1 Guidance on Delivery and Assessment... 8 Unit 2: Schools as organisations A/601/3326... 9 Unit 2 Guidance on Delivery and Assessment... 12 Unit 3: Understand child and young person development L/601/1693... 13 Unit 3 Guidance on Delivery and Assessment... 16 Unit 4: Understand how to safeguard the wellbeing of children and young people Y/601/1695... 17 Unit 4 Guidance on Delivery and Assessment... 21 Appendix A... 22 Appendix B... 24 Resources... 26 Page 2 of 26

Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site www.industryqualifications.org.uk Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, assessment papers, certification, reasonable adjustments, special consideration, appeals procedures are available from the website. This document should be read in conjunction with the IQ QMS Centre available from the website. Website: www.industryqualifications.org.uk) Enquiries: 01952 457452 Page 3 of 26

About this Qualification The IQ Level 3 Award in Supporting Teaching and Learning in Schools (QCF) is suitable for those who are members of the school workforce who directly support the teaching and learning of pupils. However, as this qualification is entirely knowledge-based, it is also appropriate for those individuals who intend but do not yet work in a school environment directly support the teaching and learning of pupils. The purpose of the qualification is to provide the learner with the knowledge to support the teaching and learning of pupils in schools and includes: communication and professional relationships; schools as organisations; child and young person development and safeguarding the wellbeing of children and young people. The units contained within this qualification also feature in the larger IQ Level 3 Certificate in Supporting Teaching and Learning in Schools; therefore, learners who have completed this Award level qualification can use the relevant credits achieved towards the Certificate. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve the IQ Level 3 Award in Supporting Teaching and Learning in Schools (QCF), the learner must complete the 4 mandatory units totalling 12 credits. Delivery Unit Unit Level Credit Guided Learning Hours 1 Communication and professional relationships with children, young people and adults 3 2 10 2 Schools as organisations 3 3 15 3 Understand child and young person development 4 Understand how to safeguard the wellbeing of children and young people 3 4 30 3 3 25 Guided learning hours are 80. It is the responsibility of training centres to decide the appropriate course duration, based on the learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment Assessment for this qualification is portfolio based. It must be in accordance with the relevant assessment strategies located at the end of this document in: Appendix A (Training and Development Agency for Schools QCF Assessment Principles) and Appendix B (Skills for Care and Development QCF Assessment Principles). Specific assessment guidance for each unit is in the relevant unit s Assessment guidance and delivery section. A Qualification Achievement Record for this qualification which includes the forms necessary to map and claim competence is available to download from the IQ website. Age range and Geographical Coverage This qualification is approved for learners 18 plus in England only. Page 4 of 26

Learner entry requirements Learners must have attained GCSE Maths and English at Grade C or above or equivalent. As this qualification is knowledge based there is no requirement that learners must work in an appropriate school environment. If learners progress to the certificate which contains competence based units it is a requirement that learners work for 15 hours (recommended) per week in an appropriate school environment (an absolute minimum is 12 hours per week). This can include voluntary and unpaid work. Tutor requirements All trainers/assessors and internal verifiers delivering this qualification must meet the requirements as per the assessment strategies relevant to each unit. Further guidance can be found in sections 3 and 4 of Appendix A (Training and Development Agency for Schools QCF Assessment Principles) and sections 3 and 4 of Appendix B (Skills for Care and Development QCF Assessment Principles). Page 5 of 26

Unit 1: Communication and professional relationships with children, young people and adults F/601/3327 Guided Learning Hours: Unit Level: Unit Credit: 10 3 2 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: 1. Understand the principles of developing positive relationships with children, young people and adults 2. Understand how to communicate with children, young people Assessment Criteria - The learner can: 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults 1.2 Explain the principles of relationship building with children, young people and adults 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 2.1 Explain the skills needed to communicate with children and young people and adults 2.2 Explain how to adapt communication with children and young people for: a) the age of the child or young person b) the context of the communication c) communication differences Contents: The importance of effective communication: Strengthen relationships: showing respect, valuing diversity, demonstrating genuine interest, respecting privacy; benefits: encourages autonomy, supports learning, enables effective teamwork, enables negotiation, reinforces self-esteem. Principles of relationship building: Principles: recognising individuality, skills and expertise of others, honesty, reliability, confidentiality, professional/personal distinction; communication: agreed method, updating colleagues, teamwork contribution, learning through relationships; understanding importance of own role in relation to others; organisational procedures and expectations; Every Child Matters Outcomes. Contexts affecting relationships and the way people communicate: Areas of difference: e.g. social, cultural, professional. Negative forms of communication: e.g. stereotyping, preconceptions, prejudice. Skills needed to communicate: Non-verbal: expressions, body language, gesturing, positioning, distance, physical contact, awareness of cultural norms; verbal: tone, use of empathy, confirmation, clarifications; encouraging the involvement of others. Adapting communication: Emphasis: avoiding confusing messages, focusing on single issues, inspiring discussion, body language appropriate to verbal communication; tackling potential barriers: e.g. awareness of individuals with hearing difficulties, grouping EAL learners according to first language to encourage collective understanding, using diction appropriate to the learner s age. Page 6 of 26

3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection 2.3 Explain the main differences between communicating with adults and communicating with children and young people 2.4 Explain how to adapt communication to meet different communication needs of adults 2.5 Explain how to manage disagreements with children, young people and adults 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this 3.3 Justify the kinds of situation when confidentiality protocols must be breached Differences in communication: Context: e.g. formal/informal, confidential/public; method: e.g. verbal, body language, positioning etc. Suitability of language/ words used. Adapting communication to meet needs: Barriers: e.g. language, sensory impairment, emotional state, cognitive abilities, cultural; potential solutions: e.g. speaking clearly, simplified language, interpreters, quieter setting, hearing loop, Braille. Managing disagreements: Mediation: providing support, encouraging appropriate articulation of opinions, mutually beneficial compromises, negotiations, calmness; school policies and procedures. Main points of legislation and procedures: Human Rights Act 1998, Human Rights Act 2004, Children Act 1989, Children Act 2004, Data Protection Act, Every Child Matters, policies and procedures of the organisation. Importance of reassuring about confidentiality: Reassurance that confidences will be kept, confidentiality procedures and protocols; considerations: whistle-blowing, human right to privacy, organisational procedures. Limitations of confidentiality i.e. explaining that information is shared on a need-to-know basis, when information must be shared. Situations when confidentiality protocols must be breached: Criminal activity; when the child is endangering themself or others, when others are posing a danger to the child. Page 7 of 26

Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of communication and professional relationships with children, young people and adults. It includes the principles of developing positive relationships with children, young people and adults, how to communicate with them and the legislation, policies and procedures for confidentiality and information sharing, including data protection. Assessment This unit is about knowledge. Assessment decisions for the assessment criteria must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Further guidance can be found in Section 2 of the Training and Development Agency for Schools QCF Assessment Principles (see Appendix A at the end of this document). Page 8 of 26

Unit 2: Schools as organisations A/601/3326 Guided Learning Hours: Unit Level: Unit Credit: 15 3 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: 1. Know the structure of education from early years to post-compulsory education 2. Understand how schools are organised in terms of roles and responsibilities Assessment Criteria - The learner can: 1.1 Summarise entitlement and provision for early years education 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance 1.3 Explain the post 16 options for young people and adults 2.1 Explain the strategic purpose of: a school governors b senior management team c other statutory roles e.g. SENCO d teachers e support staff roles Contents: Entitlement and provision: Entitlement: to access to a quality education and respect within the learning environment; provision: nursery, preschool, playgroup, primary schools, reception classes/attached nursery classes, child-minders. Types of school: State, independent, prep, specialist, grammar, community, faith, maintained boarding, voluntary-aided, voluntary-controlled, academies, city technology colleges, home schools, foundation and trust schools and free schools. Characteristics: Range: nursery, infant, junior, primary, first, middle, secondary, sixth form college, FE colleges, private training providers; characteristics: size, pupil ages, funding, stages of education covered, aims and values. School governance: National/local government, parent councils, other parental involvement, governing bodies, foundations, trusts, religious organisations, business/voluntary groups. Options after 16: Sixth form, college, further education, apprenticeships, higher education. Strategic purposes: Purpose of these roles and how they supplement each other i.e. leading, supporting, monitoring. Definitions and examples of each category: School governors: community governors, staff representatives, sponsor governors etc.; senior management team: head teacher, assistant head, bursar etc.; teachers: class teachers, heads of department, pastoral roles etc.; support staff roles: administrators, kitchens staff, technicians etc. Page 9 of 26

3. Understand school ethos, mission, aims and values 4. Know about the legislation affecting schools 5. Understand the purpose of school policies and procedures 2.2 Explain the roles of external professionals who may work with a school e.g. educational psychologist 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3.2 Evaluate methods of communicating a school s ethos, mission, aims and values 4.1 Summarise the laws and codes of practice affecting work in schools 4.2 Explain how legislation affects how schools work 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: a) general bodies such as the Health and Safety Executive b) school specific regulatory bodies 5.1 Explain why schools have policies and procedures 5.2 Summarise the policies and procedures schools may have relating to: Roles of external professionals: Therapists, educational professionals, local authority advisers, behaviour support team, education welfare officers, school nurses, educational psychologists. Ethos, mission, aims and values: Definitions; relationship with one another and working practices; ethos: attitudes and relationships expected between staff, pupils and the wider community; mission: how the school will implement its ethos. Evaluating methods of communicating ethos, mission, aims and values: To: pupils, staff, parents, local community etc.; Communication methods: prospectus, website, publicity material, staff handbook etc. Evaluating methods. Relevant laws and codes of practice can include: The Data Protection Act (1998), The Human Rights Act (1998), The UN Convention on Rights of the Child (1989), Freedom of Information Act (2000), The Education Act (2002), Every child Matters (2003), The Children Act (2004), The Children Act (2006), Equality Act (2010), Health and Safety at Work Act (1974), Safeguarding Vulnerable Groups Act (2006), Employment Rights Act (1996), SEN Code of Practice. Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children 2010 How legislation affects how schools work including: Promoting rights; ensuring health, safety and security; diverse and balanced education for children and young people; countering discrimination. Regulatory bodies relating to: Health and safety, inspections, National curriculum, equal opportunities, specific to relevant home nation, Ofsted etc. Purpose of policies and procedures: To guarantee staff and pupil rights, to ensure staff meet their legislative requirements, to confirm fair service provision etc. Purpose of policies and procedures: Supporting staff in managing the school, protecting staff and pupils from potential danger, abuse etc. Examples of policies and procedures relating to: Staff: recruitment of, vetting, allegations of Page 10 of 26

6. Understand the wider context in which schools operate a) staff b) pupil welfare c) teaching and learning d) equality, diversity and inclusion e) parental engagement 5.3 Evaluate how school policies and procedures may be developed and communicated 6.1 Summarise the roles and responsibilities of national and local government for education policy and practice 6.2 Explain the role of schools in national policies relating to children, young people and families 6.3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools abuse towards, performance management, appraisal, discipline, grievance etc.; pupil welfare: preventing bullying, health and safety, protection, medicines, discipline etc.: teaching and learning: English as an Additional Language, homework, admissions, special educational needs, exclusion procedures, sex education etc.; equality, diversity and inclusion: gender, race, disability, countering discrimination, promoting inclusion etc.; parents: parent teacher associations, complaints, communications. Methods of development and communication: Development: researching and collecting information, clarifying policy objectives, implementation etc.; communication on behalf of: parents, pupils, staff and the wider community. Roles and responsibilities: National government: funding, legislation, promoting values through policies; relevant government departments: Department for Education (DfE); Department for Children, Education, Lifelong Learning and Skills (Wales) (DCELLS); Department of Education (Northern Ireland); local government: universal access to provision, supporting and monitoring schools. National polices including: Every Child Matters, Children and Young People s Plans, specific to relevant home nation etc. Role of other organisations including: Police, social services, youth groups, libraries, museums, sports organisations etc. Page 11 of 26

Unit 2 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of schools as organisations. It covers the structure of education from early years to post-compulsory education, how schools are organised in terms of roles and responsibilities, the school ethos, mission, aims and values, the legislation affecting schools, the purpose of school policies and procedures and the wider context in which schools operate. Assessment This unit is about knowledge. Assessment decisions for the assessment criteria must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Further guidance can be found in Section 2 of the Training and Development Agency for Schools QCF Assessment Principles (see Appendix A at the end of this document). Page 12 of 26

Unit 3: Understand child and young person development L/601/1693 Guided Learning Hours: Unit Level: Unit Credit: 30 3 4 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: 1. Understand the expected pattern of development for children and young people from Assessment Criteria - The learner can: 1.1 Explain the sequence and rate of each aspect of development from birth 19 years birth - 19 years 1.2 Explain the difference between sequence of development and rate of development and why the difference is important 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 Contents: Sequence and rate of development including: Physical: movement/motor-skills, abilities, appearance, size etc.; intellectual: cognitive development, speech, language, abstract concepts etc.; social: ability to make friends, share resources, playing in groups etc.; emotional: maturity, temperament, etc. Identification of and importance of difference between sequence and rate of development: Sequence of development: most people follow similar pattern, sequence rarely changes, cognitive, physical etc.; rate of development: speed at which development occurs, rate of development of one feature can affect another, more differences between individuals etc.; distinguishing is important so as to identify when help is needed, the potential of Special Educational Needs. Personal factors influencing development including: Condition of health, disabilities, visual impairment, inherited factors, Special Educational Needs; personal choices: use of drugs, smoking, alcohol, etc. Influence of external factors on development: Home environment/family: bereavement, parents breaking up, moving home, neglect, poverty, deprivation etc.; care status; outside activities: sports, music, social activities etc. How theories of development and frameworks influence current practice, including: Freud s Psychoanalytical Development Theory, Erik Erikson s Theory of Psychosocial Development, Havighurst s Developmental Stage and Tasks, Levinson s Seasons of Adulthood, Sullivan s Interpersonal Model of Personality Development, Jean Piaget s Theory of Cognitive Development, Lawrence Kohlberg s Development of Moral Reasoning, Gilligan s Theory of Moral Development, Fowler s Stages of Faith. Page 13 of 26

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 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 How to monitor development using different methods: Formative: observation, time sampling methods, tick box checklists etc.; summative: formal tests, pre-determined reviews etc.; consider the various theories of development; utilise parental, colleague and other professional consultation; monitor in relation to definable progress (frameworks, curriculums etc.). Reasons why development may not follow expected pattern including: Factors including: emotional, physical, environmental, cultural, social, communicative and other personal reasons. 3.3 Explain how disability may affect development Social affects: Negative: bullying, exclusion, excessive attention, weakened social skills due to others behaviour toward disability; positive: positive attitudes towards disability, empathy, suitable expectations. Physical: Restricted movement, inability to partake in sport/recreational activities (may have social effect), restrictions with use of classroom equipment. Other affects: Disability in one area affecting further areas negatively/positively. 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 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 Different types of intervention and how they promote positive outcomes including: Speech and language (improves confidence, overcomes language and communication needs); SENCO to identify and intervene to address Special Educational Needs; learning support staff, social workers to intervene (family problems, disability, child protection register etc.), psychologists (learning/behavioral difficulties), specialist nurses (medical conditions), health visitors, psychiatrists (mental health), physiotherapist (movement difficulties), use of additional IT software, hearing aid devices etc. Importance of early identification and risks of late recognition: May have adverse effects on: social development, physical development, emotional development, cognitive/intellectual development. How multi agency teams work together to support speech, language and communication: Individual professionals consult each other to assist development; promoting a shared vision; observing standards as set out by the TDA; teams including: Special Educational Needs Coordinators (SENCO), speech and language therapists, support staff, psychologist, parents, advisors etc. How play and activities support development: Promotes child interaction, skill development through practice; facial expressions, body language, pictures, songs, acting, tapes, interactive software, books, music etc. Page 14 of 26

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 How different transitions affect development: Types: emotional (bereavement etc.), physical (moving house etc.), physiological (entering puberty etc.) and intellectual (progressing through the education system etc.). Effect of positive relationships on children: Types: emotional, physical, psychological and cognitive; examples: having someone who empathises with their situation etc. Page 15 of 26

Unit 3 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of child and young person development. It covers the expected pattern of development for children and young people from birth up to 19 years of age, the factors that influence children and young people s development, how these affect practice and how to monitor children and young people s development and interventions that should take place if this is not following the expected pattern. The learner should understand the importance of early intervention to support the speech, language and communication needs of children and young people and the potential effects of transitions on children and young people s development. Assessment This unit is about knowledge. All learning outcomes are knowledge-based and can therefore take place in or outside of a real work environment. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Further guidance can be found in Section 2 of the Skills for Care and Development QCF Assessment Principles (see Appendix B at the end of this document). Page 16 of 26

Unit 4: Understand how to safeguard the wellbeing of children and young people Y/601/1695 Guided Learning Hours: Unit Level: Unit Credit: 25 3 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: 1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people Assessment Criteria - The learner can: 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 Contents: Relevant legislation, guidelines, policies and procedures include: Children Act (1989), The Education Act (2002), UN Convention on the Rights of the Child (1989), Working Together to Safeguard Children (2010), Safeguarding Children and Safer Recruitment in Education (2007) Safeguarding Disabled Children (2009), Common Assessment Framework (CAF), The specific policies and procedures of the school covering: bullying (verbal, physical, cyber-bullying), safeguarding etc. Wider concept of safeguarding: Definitions of child protection and safeguarding; relevant policies and procedures. National and local guidelines: School policies and procedures, Criminal Record Board, intimate personal care, physical contact, behaviour; how to address suspected abuse, external visitors, advocacy, action to take etc. Criteria for inquires and serious case reviews: Death of a child due to: suspected abuse, misuse of substances, neglect, suicide etc.; serious injuries: life-threatening, impairment; sexual abuse. How sharing findings informs practice: Determining whether other children are at risk, learning lessons (for organisations, local professionals, strategies for safeguarding); Local Safeguarding Children Board serious case review (in accordance with Local Safeguarding Children Board Regulations 2006); Working together to Safeguard Children 2010; investigating involvement between the child, organisations, family and professionals. How the processes used by own work setting or service comply with legislation: School policies and procedures, complying with the Data Protection Act; covering: accountability, what action to take/how to report concerns, confidentiality, storing information safely. Page 17 of 26

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 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 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 whistle-blowers 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 The importance of safeguarding children and young people: Covers: physical, mental and emotional health, protection from harm and neglect, education training, recreation, making positive contribution to society, social and economic well-being. Responsibilities: reporting concerns promptly, staff training, maintaining records, involvement with agencies etc. The importance of a child or young persona centres approach: Promotes right of child to make choices, establish connections and communicate independently; encourages creativity; offering praise as appropriate, develops positive behaviours; involving child in meetings/discussions when appropriate, treating them with respect. Partnership in the context of safeguarding: Liaising with different agencies and ensuring child protection, risk assessment, intervening promptly following concerns, advocacy on behalf of the child, child care practice and related routine work. Examples of different organisations/individuals that may be involved: Children s Social Care, Local Safeguarding Children Board (LSCB), National Society for the Protection of Children (NSPCC), general practitioners, social services, health visiting, police, school, psychology service, probation. The importance of ensuring protection from harm within the work setting: Improves the welfare of children, limits abuse allegations, increases awareness, provides reassurance for parents, staff, adults etc.; Children Act 1989, United Nations Convention on the Rights of the Child. Covering: within the setting, visits outside of school, protection on the internet etc. Policies and procedures covering: Empathy, transparency, whistle-blowing, duty of care, being in positions of trust, photography and video sharing, off site visits, intimate personal care, reporting of incidents appropriately. Reporting on poor practice while ensuring protection for all concerned: Public Interest Disclosure Act 1998 (protecting whistle-blowers and disclosures), school policies and procedures, methods of whistle-blowing (verbal, writing etc.), issues covered when whistleblowing (malpractice, dates of, names of those involved etc.), lines of reporting (which position of authority is being reported on/reported to), responsibilities of those receiving whistle-blowing concerns, appealing against decisions; confidentiality as appropriate. How to take steps: Compliance with organisational policies and procedures and legislation; relating to: health and safety, preventing bullying, photography, mobile phones etc. Page 18 of 26

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed 5. Understand how to respond to evidence or concerns that a child or young person has been bullied 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 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 evidence 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 Possible causes for concern in context of safeguarding: Neglect: constant hunger, tiredness, untreated medical conditions, poor relationships etc. Emotional: speech disorders, neurotic behaviour, self-deprecation etc. Physical: unexplained recurrent injuries, aggression, fear of physical contact etc. Sexual: overly affectionate, regressing to younger behaviour, being withdrawn etc. Actions to take if a child alleges harm or abuse: Following policies and procedures of school; reassure the child, maintain a detailed record of allegation (time, date, specifically as the child stated it); inform the safeguarding officer/school s child protection. The rights of children, young people and carers: Including: protection from abuse, entitled to respect, children to express opinions and feelings freely and have these opinions considered, parents to be informed of suspected abuse, to contribute their views, limitations to confidentiality; Relevant legislation including: Children Act 1989, Every Child Matters 2004, United Nations Convention on the Rights of the Child. Different forms of bullying and their effects: Motivations: homophobic, gender based, racist, relating to special educational needs or disabilities. Forms: verbal (e.g. sarcasm, rumours, teasing, etc.), physical (e.g. kicking, pinching etc.) and cyber-bullying (e.g. email, social networks and text messages). Effects: self-esteem, social-development, concentration etc. Policies and procedures in response to bullying: Identifying bullying (verbal, physical, cyberbullying, motives etc.); prevention of bullying, addressing suspected/actual bullying promptly, maintaining a record of bullying and informing senior management, updating teachers, colleagues and relevant parents as developments occur; observing policies and procedures, School Standards and Frameworks Act 1998. Providing support when bullying is suspected or alleged: Observe school policies and procedures, direct victims of bullying to further information/advice as appropriate, offer reassurance to victims of bullying, their parents/carers and fellow pupils. 6. Understand how to work with children and young people to support their safety and wellbeing 6.1 Explain how to support children and young people s self-confidence and self-esteem How to support children s self-confidence and self-esteem: Encouraging children: to look at others directly, use positive body language, join clubs/societies where they can make/meet friends, maintain relationships with friends; developing confidence by: demonstrating own respect for the child, promoting independent behaviour, offering praise as appropriate, setting up activities involving child in a group. 6.2 Analyse the importance of supporting resilience in The importance of supporting resilience in children: Reduces risks of mental/physical illness, limits anxiety and stress, develops confidence, learning from experience, overcoming problems, Page 19 of 26

7. Understand the importance of e-safety for children and young people 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 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 the ability to adapt to changing circumstances and not fearing uncertainty. Importance of ensuring children have strategies to protect themselves and make decisions about safety: Allows children to make decisions about safety independently, own feedback to children allows them to develop/modify their future strategies. Ways of empowering children to make choices that support their well-being and safety: Support children in their decisions (physical, verbal support/advice etc.), assist children in understanding boundaries, feasibility and relevant organisations, promote the articulation of feelings and opinions, encourage positive relationships etc. The risks and possible consequences for children of being online or using a mobile phone: Including: predatory behaviour by adults online, cyber-bullying by other pupils, viewing inappropriate content etc.; consequences: revealing personal details (directly through manipulation, through friends, public domains etc.), identity theft, damaging reputation, inability to avoid bullying behaviour etc. Ways of reducing risk including: Observation of school e-policies and procedures; encouraging privacy of any personal information (bullies, identity thieves etc. can piece together strands of information), consulting parents/carers (their home internet safety settings may be inadequate, or unfamiliar with the internet), use of filters etc. Educating children regarding risks. Page 20 of 26

Unit 4 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to safeguard the wellbeing of children and young people, covering the main legislation, guidelines, policies and procedures for safeguarding them, the importance of working in partnership with other organisations do this and the importance of ensuring children and young people s safety and protection in the work setting. It includes understanding how to respond to evidence or concerns that a child or young person has been abused or harmed, how to respond to evidence or concerns that they have been bullied, how to work with them to support their safety and wellbeing and the importance of e-safety for children and young people. Assessment This unit is about knowledge. All learning outcomes are knowledge-based and can therefore take place in or outside of a real work environment. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Further guidance can be found in Section 2 of the Skills for Care and Development QCF Assessment Principles (see Appendix B at the end of this document). Page 21 of 26

Appendix A Training and Development Agency for Schools QCF Assessment Principles 1 Introduction 1.1 The Training and Development Agency for Schools (TDA) is the sector body for the school workforce in England. The TDA s vision for qualifications for school support staff was set out in its Sector Qualification Strategy for school support staff which was published in January 2009 after widespread consultation with the sector. 1.2 These Assessment Principles set out the approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework issued by Ofqual. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements. 1.3 These principles are derived from those developed by Skills for Care and Development (SfCD). A large number of units covered by the SfCD assessment principles are included in qualifications for the children s workforce in schools to support integrated ways of working and workforce mobility. Consistency of approach in assessment across units developed by different sectors will support awarding organisations to develop clear and fit for purpose assessment methodologies. 1.4 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the QCF arrangements. 1.5 These principles apply to those units developed by the TDA. Units included in qualifications for school based staff that have been developed by other Sector Skills Councils or Sector Bodies will need to be assessed in accordance with any assessment principles and requirements set by those organisations. 2 Assessment Principles 2.1. Assessment decisions for criteria that must be assessed in the workplace, as identified in unit assessment requirements, must be made in a real work environment by an occupationally competent assessor. 2.2 Assessment decisions for criteria that must be assessed in the workplace (competence based assessment criteria) must be made by an assessor with the expertise to make assessment decisions. 2.3 Competence based assessment must include direct observation as the main source of evidence. 2.4 Simulation may only be utilised as an assessment method for competence based assessment criteria where this is specified in the assessment requirements of the unit. 2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas, or the observation is of a particularly sensitive nature 2.6 Assessment of criteria not identified in the unit assessment requirements as requiring assessment in the workplace may take place in or outside of a real work environment. 2.7 Assessment decisions for knowledge based assessment criteria must be made by an occupationally knowledgeable assessor. 2.8 Assessment decisions for knowledge based assessment criteria must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Page 22 of 26

3 Internal Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions as determined by the Awarding Organisation. 4 Definitions 4.1 Occupationally competent: This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. 4.2 Occupationally knowledgeable: This means that each assessor should have relevant knowledge and understanding, and be able to assess this in units: designed to test specific knowledge and understanding, or where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. 4.3 Qualified to make assessment decisions: Awarding Organisations must ensure that those making assessment decisions have the necessary expertise to do so, which may include having, or be working towards, appropriate qualifications. 4.4 Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance. 4.5 Expert witness: An expert witness must: have a working knowledge of the QCF units for which they are providing witness testimony be occupationally competent in their area of expertise have EITHER any qualification that includes assessment of workplace performance AND/OR a professional work role which involves evaluating the everyday practice of staff. Page 23 of 26

Appendix B Skills for Care and Development QCF Assessment Principles 1 Introduction 1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: : Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care. 1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements. Additional information/guidance regarding individual unit assessment can be obtained from Awarding Organisations, or from Skills for Care and Development. This must be used in order to provide the proper context for learning and assessment. 1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements. 1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles. 2 Assessment Principles 2.1 Assessment decisions for competence based learning outcomes (e.g. those beginning with to be able to ) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions. 2.3 Competence based assessment must include direct observation as the main source of evidence 2.4 Simulation may only be utilised as an assessment method for competence based Lo where this is specified in the assessment requirements of the unit. 2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor. 2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. 2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor. 2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. 3 Internal Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. Page 24 of 26