Level 3 Award in Working to Safeguard Vulnerable Children and Young People Qualification Specification ProQual 2012
Contents Page Introduction 3 The Qualifications and Credit Framework (QCF) 3 Qualification profile and rules of combination 4 Credit transfer / Exemptions / Recognition of Prior Learning 5 Centre requirements 5 Support for candidates 6 Assessment 6 Internal quality assurance 7 Adjustments to assessment 7 Results enquiries and appeals 7 Certification 8 Learning Outcomes and Assessment Criteria 9 2
Introduction This qualification, developed by subject experts, is aimed at frontline workers who work directly with vulnerable children and young people, for example, care home workers, social workers, special needs teachers and assistants, staff working with young offenders. The awarding body for this qualification is ProQual Awarding Body and the regulatory body is the Office of Qualifications and Examinations Regulation (Ofqual). The specification for the qualification has been approved by the Welsh Government for use by centres in Wales and by the Council for the Curriculum Examinations and Assessment (CCEA) for use by centres in Northern Ireland. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. This qualification has been accredited onto the Qualifications and Credit Framework (QCF), and provides a progression route to discipline related qualifications. Qualifications and Credit Framework (QCF) The key features of the QCF are that all qualifications consist of a combination of one or more units, each of which has a level and a credit value. Achievement of units of QCF credit can be banked in a national database and may count towards more than one qualification according to rules of combination. The level of a qualification is determined by the level of the majority of credit in the units that make it up. A credit is equivalent to 10 notional learning hours. A unit may be worth any whole number of credits. A qualification is called an Award if it includes up to 12 credits, a Certificate if it includes 13-36 credits and a Diploma if it includes 37 credits or more. The terms Award, Certificate and Diploma refer only to size of qualification, and have no bearing on the level or contents of the qualification. Each unit is allocated a number of Guided Learning Hours (GLH) which gives an indication of the approximate number of hours when a trainer/tutor/teacher/assessor is available to give specific guidance towards the learning aim being met. 3
Qualification Profile Qualification title Ofqual qualification number 600/6807/3 Level Level 3 Credit value 10 Guided learning hours 69 Assessment Qualification start date 1 October 2012 Qualification end date ProQual Level 3 Award in Working to Safeguard Vulnerable Children and Young People (QCF) Pass or fail Internally assessed and verified by centre staff External quality assurance by ProQual verifiers Entry Requirements There are no formal entry requirements for this qualification. Centres should carry out an initial assessment of candidate skills and knowledge to identify any gaps and help plan the assessment. Rules of Combination To be awarded certification for the qualification candidates must achieve 10 credits by completing all of the Mandatory units. Mandatory Units Unit Reference Unit Credit Unit Title Number Level Value R/502/5049 Safeguard Vulnerable Young People 3 3 L/601/7509 Contribute to Safeguarding Children, Young People and Vulnerable Adults 3 3 A/601/1334 Provide Information and Advice to Children and Young People 3 3 T/504/3320 Law and Risk of Physical Intervention When Working with Young People and Vulnerable Adults 2 1 4
Credit Transfer / Exemptions / Recognition of Prior Learning The QCF offers the opportunity for learners to transfer credit between qualifications and awarding organisations. All awarding organisations in the QCF accept the credit offered by all other QCF awarding organisations. The conditions under which credit may be transferred between qualifications are set by the rules of combination for that qualification. If a unit falls within the rules of combination for a qualification, then a learner can count credit achieved through that unit toward the qualification, irrespective of the awarding organisation that entered the credit in the learner record. Candidates with certificated achievements outside the QCF can claim exemption from units in QCF qualifications that are of equal value. Exemptions can be planned by awarding organisations and included in the rules of combination, or requested individually by candidates. Candidates may also request credit for non-certificated skills, knowledge or understanding that they already possess, to avoid repetition. This is called recognition of prior learning and is the process to follow if learners can demonstrate they meet the assessment criteria of that particular unit. Centre Requirements Centres must be approved to offer this qualification. If your centre is not approved please complete and submit form ProQual Additional Qualification Approval Application. Staff Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who are currently working in the environment. Assessors/Internal Quality Assurance For each competence-based unit centres must be able to provide at least one assessor and one internal verifier who are suitably qualified for the specific occupational area. Assessors and internal verifiers for competence-based units or qualifications will normally need to hold appropriate QCF assessor or verifier qualifications, such as: Award in Assessing Competence in the Work Environment (QCF) Award in Assessing Vocationally Related Achievement (QCF) Certificate in Assessing Vocational Achievement (QCF) Award in the Internal Quality Assurance of Assessment Processes and Practices (QCF) Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practices (QCF) 5
Support for Candidates Materials produced by centres to support candidates should: enable them to track their achievements as they progress through the learning outcomes and assessment criteria; provide information on where ProQual s policies and procedures can be viewed; provide a means of enabling Internal and External Quality Assurance staff to authenticate evidence Assessment This qualification is competence-based, candidates must demonstrate the level of competence described in the units. Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in the qualification. The qualification must be internally assessed by an appropriately experienced and qualified assessor. Assessors must: be occupationally competent be able to provide evidence of their recent experience in the sector hold an assessor qualification be able to demonstrate a commitment to continual professional development Each candidate is required to produce a portfolio of evidence which demonstrates their achievement of all of the learning outcomes and assessment criteria for each unit. The QCF Qualifications Candidate Guide gives guidance on putting together a portfolio of evidence and other information about completing their qualification. Evidence can include: observation report by assessor, assignments/projects/reports, professional discussion, witness testimony, candidate product, worksheets, record of oral and written questioning, Recognition of Prior Learning Please refer to the QCF Qualifications Candidate Guide or the Assessor Guide to Portfolios of Evidence for more information. Learning outcomes set out what a candidate is expected to know, understand or be able to do. Assessment criteria specify the standard a candidate must meet to show the learning outcome has been achieved. Learning outcomes and assessment criteria can be found from page 9 onwards. 6
Internal Quality Assurance An internal quality assurance verifier confirms that assessment decisions made in centres are made by competent and qualified assessors, that they are the result of sound and fair assessment practice and that they are recorded accurately and appropriately. Adjustments to Assessment Adjustments to standard assessment arrangements are made on the individual needs of candidates. ProQual s Reasonable Adjustments Policy and Special Consideration Policy sets out the steps to follow when implementing reasonable adjustments and special considerations and the service that ProQual provides for some of these arrangements. Centres should contact ProQual for further information or queries about the contents of the policy. Results Enquiries and Appeals All enquiries relating to assessment or other decisions should be dealt with by centres, with reference to ProQual s Enquiries and Appeals Procedures. 7
Certification Candidates who achieve the required credits for the qualification will be awarded: A certificate listing all units achieved with their related credit value, and A certificate giving the full qualification title - ProQual Level 3 Award in Working to Safeguard Vulnerable Children and Young People (QCF) Claiming certificates Centres may claim certificates for candidates who have been registered with ProQual and who have successfully achieved the required number of credits for a qualification. All certificates will be issued to the centre for successful candidates. Unit certificates If a candidate does not achieve all of the units/credits required for a qualification, the centre may claim a unit certificate for the candidate which will list all of the units/credits achieved. Replacement certificates If a replacement certificate is required a request must be made to ProQual in writing. Replacement certificates are labelled as such and are only provided when the claim has been authenticated. Refer to the Fee Schedule for details of charges for replacement certificates. 8
Learning Outcomes and Assessment Criteria R/502/5049 Safeguard vulnerable young people Learning Outcome - The learner will: 1 Be able to meet legal, organisational and professional requirements for safeguarding and protecting vulnerable young people 2 Be able to respond appropriately to vulnerable young people at risk 3 Be able to assist young people with safeguarding their own welfare 4 Understand how to share information about young people while respecting their rights to privacy and confidentiality Assessment Criterion - The learner can: 1.1 Identify and explain the relevant legislation and regulations which relate to working with vulnerable young people in own setting 1.2 Work in accordance with professional codes of practice and organisational policies when dealing with vulnerable young people 1.3 Explain the nature, extent and boundaries of own role in safeguarding vulnerable young people 1.4 Explain the roles and responsibilities of others in own organisation and other agencies in relation to safeguarding vulnerable young people 2.1 Explain how to respond respectfully and confidentially to vulnerable young people at risk and adjust own communication between situations to different needs, contexts and ages 2.2 Use organisational systems for identifying, recording and reporting possible risks, including possible abuse 2.3 Explain the importance of taking prompt action and following safeguarding procedures 3.1 Enable young people to identify hazards associated with their lifestyle and environment and their associated risks 3.2 Enable young people to identify sources of support and actions they can take to address risks identified 3.3 Assist young people to develop practices which safeguard their own welfare consistent with their age, interests and abilities 3.4 Help young people to establish clear and concise ground rules for maintaining their physical and emotional safety 4.1 Explain the importance of keeping individual records, how to access and use this information in line with national and local policy and guidelines on recordkeeping 4.2 Explain the ethics of consent and confidentiality and explain the tensions between an individual s rights and the organisation s responsibility to individuals 4.3 Explain how to deal with issues of confidentiality and who has the right of access to information and images that have been recorded 9
Learning Outcome - The learner will: Assessment Criterion - The learner can: 4.4 Explain the tensions that may exist between individual's rights regarding consent and confidentiality and the organisation's responsibility to individuals 4.5 Explain the law and good practice guidelines on consent and how these apply when a young person is at risk of harm to self or others Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 10
L/601/7509 Contribute to safeguarding children, young people and vulnerable adults Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand their organisation s policies, procedures and practices for safe working with children, young people and vulnerable adults 2 Understand the importance of working in partnership with other organisations to safeguard children, young people and vulnerable adults 3 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed 1.1 Explain their organisation s policies and practice for safe working that protect children, young people and vulnerable adults and adults who work with them 1.2 Describe their own role at work in contributing to safeguarding children, young people and vulnerable adults 1.3 Describe how their organisation s safe working practices comply with legislation that covers data protection, information handling and sharing 2.1 Explain the importance of safeguarding children, young people and vulnerable adults 2.2 Explain child protection within the wider concept of safeguarding. 2.3 Explain the importance of a person centred approach 2.4 Explain what is meant by partnership working in the context of safeguarding 2.5 Describe the roles and responsibilities of the different organisations that may be involved when a child, young person or vulnerable adult that has been abused or harmed 3.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 3.2 Describe the actions their organisation expects them to take if a child or young person or vulnerable adult alleges harm or abuse 3.3 Explain the rights that children, young people, vulnerable adults and their families have in situations where harm or abuse is suspected or alleged 11
Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 12
Unit A/601/1334 Provide information and advice to children and young people Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the role of practitioners in providing information and advice to children and young people 2 Be able to establish and address the information and advice needs of children and young people 3 Be able to provide children and young people with appropriate information and advice to enable them to make informed choices 1.1.Explain the importance of providing accurate and up to date information and advice to children and young people 1.2.Explain the role of practitioners in providing impartial information and advice to children and young people 2.1 Encourage the participation of and engagement with children and young people to establish their information and advice needs 2.2 Select information from appropriate sources that will best meet the needs of the young person 2.3 Verify the accuracy and currency of information before presenting it to the young person 2.4 Explain approaches to managing situations when the child and young person s choices are different to those of their carers 3.1 Explain why it is important to provide opportunities for children and young people to make informed choices 3.2 Evaluate with the young person the choices available to them 3.3 Demonstrate in own practice how to check that the young person has understood the range of options available to them. 3.4 Record the interaction with the young person following all organisational procedures and legal requirements Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who are currently working in the environment. Learning Outcomes 2 and 3 must be assessed in a real work environment. 13
T/504/3320 Law and risks of physical intervention when working with young people and vulnerable adults Learning Outcome - The learner will: 1 Understand the difference between restrictive and non-restrictive physical intervention 2 Understand the law relating to disengagement and physical intervention when working with young people and vulnerable adults 3 Know the risk factors associated with physical intervention Assessment Criterion - The learner can: 1.1 Define the term physical intervention 1.2 Define the term restrictive intervention in terms of low-level restrictive and highly-restrictive interventions 1.3 Define the term non-restrictive intervention 2.1 Explain the concepts of reasonable force, necessity and proportionality 2.2 Explain how legislation and guidance relating to disengagement and physical intervention impacts upon work with young people and vulnerable adults 3.1 Describe the factors that increase the likelihood that physical intervention will be required 3.2 Describe the individual factors which may increase the risk of injury 3.3 Describe the situational factors which may increase the risk of injury 3.4 Describe how to reduce risks associated with physical intervention Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 14
ProQual Awarding Body Cave House Annie Med Lane South Cave HU15 2HG Tel: 01430 423822 www.proqualab.com enquiries@proqualab.com 15