Level 3 Children’s Care, Play, Learning and Development - Practice

May 2018 Version 1.3

Unit Pack - Draft

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Contents

Level 3 Children’s Care, Play, Learning and Development - Practice 1

Contents 2

Unit 300 Application of principles underpinning children’s care, play, learning and development 8

Unit 212a Introduction to breathlessness and asthma in children 15

Unit 221 Support continence care in children 19

Unit 240 Supporting minor illnesses and accidents in children 23

Unit 256a Undertaking point of care testing 28

Unit 286 Undertaking collection of specimens 32

Unit 302 Supporting children with additional needs 35

Unit 306a Responding to anaphylactic reactions 40

Unit 311a Taking blood samples from children 43

Unit 313 Cancer care 46

Unit 317a Children who are experiencing disadvantage 51

Unit 319a Contexts and principles 56

Unit 324 Global developmental delayed 61

Unit 326 Diabetes in children 65

Unit 330a Palliative care (infants and children) 70

Unit 332 Epilepsy 76

Unit 333 Facilitate training/groups 79

Unit 334 Early years curriculum 83

Unit 335a Supporting children with healthy eating 89

Unit 336 Health promotion 94

Unit 338 Home based childcare 1 98

Unit 339 Home based childcare 2 103

Unit 341ba Administering nasal vaccinations for Influenza 107

Unit 343a Maternal and infant wellbeing 110

Unit 355 Undertaking physiological measurements 115

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Unit 358 Positive approaches to behaviour support 119

Unit 366 Promoting and supporting speech, language and communication skills in the early years 126

Unit 368 Undertaking stoma care 135

Unit 372 Supporting glucose monitoring 139

Unit 372a Supporting others to undertake glucose monitoring 143

Unit 373 Undertake non-complex wound management 147

Unit 375 Vision screening 150

Unit 377 Working with 2-3 year olds 153

Unit 378 Working with the under 2s 163

Unit 380a Adrenaline auto-injection 171

Unit 384 Planning and developing environments to meet children’s needs 174

Unit 385a Promoting the development of children 177

Unit 387a Welsh language immersion 182

Unit 387 Language immersion 186

Unit 388 Working in a Welsh medium early years setting 190

Unit 389 Welsh language development in English medium settings 195

Unit 391 Hearing screening 198

Unit 392 Supporting new and expectant parents 200

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This unit pack contains the following units that will be required to be completed as mandatory content within the Level 3 Children’s Care, Play, Learning and Development – practice qualification:

300 Children’s Care, Learning, Development and Play: Practice

385a Promoting the development of children

366 Promoting and supporting speech, language and communication skills in the early

years

335a Supporting children with healthy eating

This unit pack contains the following units that will be available as an optional units within the Level 3 Children’s Care, Play, Learning and Development – practice qualification:

212a Introduction to breathlessness and asthma in children

302 Additional learning needs

317a Children who are experiencing disadvantage

334 Early years curriculum

387a Welsh language immersion

387 Language immersion

388 Working in a Welsh medium early years setting

389 Welsh language development in English medium settings

377 Working with 2-3 year olds

378 Working with the under 2s

358 Positive approaches to behaviour support

306a Responding to anaphylactic reactions

313 Cancer care

Support continence care in children

324 Global developmental delay

326 Diabetes in children

372 Supporting glucose monitoring

372a Supporting others to undertake glucose monitoring

332 Epilepsy

333 Facilitate Training/Groups

336 Health promotion

391 Hearing screening

341ba Administering nasal vaccinations for Influenza

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348 Management/support dysphagia

330 Palliative Care

355 Undertaking physiological measurements

368 Undertake stoma care

375 Vision screening

392 Supporting new and expectant parents

338 Home based childcare 1

339 Home based childcare 2

380a Adrenaline auto-injection

286 Undertaking collection of specimens

256 Undertaking point of care testing

373 Undertake non-complex wound management

212a Introduction to breathlessness and asthma in children

311a Taking blood samples from children

240 Dealing with minor illnesses and accidents

384 Planning and developing environments to meet children’s needs

The following areas are still considered to be optional areas of content within the L3 CCPLD

Practice qualification, however are currently still pending inclusion based on discussion around the

ability to achieve this

351a Administer medication in health and care settings

376 Working with families and carers

Play

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Rules of combination – DRAFT

The rules of combination for the Level 3 Children’s Care, Play, Learning and Development

(Practice) are still being developed, however it is anticipated that the ROC will reflect the

following approach.

Mandatory 24 credits to be achieved from units (300, 335, 366, 385)

Minimum 16 credits to be achieved from Optional group B.

Balance of credits (10) to be achieved from either Optional group B or C.

Level 3 Children’s Care, Play, Learning and Development (Practice) – Proposed structure Total 50

credits

Mandatory group A

c.24 credits

300 – Application of principles underpinning children’s care, play, learning and development 335 – Supporting children with healthy eating 366 – Promoting and supporting speech, language and communication skills in the early years 385 – Promoting the development of children

Optional group B

Minimum 16 credits

Units proposed to sit in this optional group are: 206 – Introduction to anaphylaxis 212 – Introduction to breathlessness and asthma 240 – Support minor illnesses and accidents 258 – Positive approaches to behaviour support 302 – Additional learning needs 317 – Children who are experiencing disadvantage 319 – Contexts and principles 324 – Introduction to global development delay 326 – Diabetes care in children 332 – Epilepsy 333 – Facilitate training/groups 334 – Early Years Curriculum 336 – Health promotion 265 – Introduction to sensory loss 306 – Responding to anaphylactic reactions 377 – Working with 2-3 year olds 378 – Working with the under 2’s 387 – Welsh language immersion 387a – Language immersion 388 – Working in a Welsh medium early years setting 389 – Welsh development in English medium settings Xxx – Play Xxx – Working with families and carers

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Optional group C

Units proposed to sit in this optional group are: 221 – Support continence care in children 249 – Support children with moving and positioning 255 – Introduction to physiological measurement 256 – Undertaking point of care testing 273 – Undertake pressure area care 286 – Undertaking collection of specimens 313 – Cancer care 330 – Palliative care 338 – Homebased childcare 1 339 – Homebased childcare 2 341 – Administering nasal vacs for influenza 343 – Infant and maternal mental health 348 – Management/support of dysphagia 355 – Undertake physiological measurements 368 – Undertake stoma care 372 – Supporting glucose monitoring 372a – Supporting others to undertake glucose monitoring 373 – Supporting non-complex wound management 375 – Vision screening 391 – Hearing screening 392 – Supporting new and expectant parents

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Unit 300 Application of principles underpinning children’s care, play, learning and development

Level: 3

Unit Summary: The contents of this unit reflects the practice elements of the Level 2 Core. This content reflects the underpinning values, behaviours and principles that should be observed and reflected in practice in all work displayed by learners.

Section 1: Principles and values

1.1 Legislation, national policies, guidance and frameworks 1.1b: You are able to work and support others to work in ways that:

Uphold all relevant Codes of Conduct and Professional Practice in practice Embed the principles that underpin children’s care, learning, development and play in

practice.

You are able to work in ways that:

Role model practice that embeds the principles that underpin children’s care, learning, development and play.

1.2 Rights based approaches 1.2b: You are able to work and support others to work in ways that:

Embed a rights based approach in practice Respect and promote equality and diversity towards children, their families /carers and

others.

1.3 Child centred approaches 1.3b: You are able to work and support others to work in ways that:

Embed child centred approaches in practice Ensure that the best interests of the child are paramount Support children to actively participate in activities and experiences that reflect their

preferences.

You are able to work in ways that:

Support a collaborative approach when working with children, their families /carers Plan and provide activities and experiences and reflect their preferences that are meaningful

and enjoyable.

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1.4 Allowing children to take risks 1.4b: You are able to work and support others to work in ways that:

Balance a child’s need to experiment and take some risks with your duty to keep them safe Undertake the safe supervision of children whilst encouraging them to explore and take

acceptable risks.

You are able to work in ways that:

Undertake risk assessments and use agreed risk assessment processes that balance reasonable precautions whilst providing opportunities for development in accordance with your role and responsibilities

Monitor, evaluate and review risk assessments for children in accordance with your roles and responsibilities

Involve families or carers and children according to their age and stage of development in the assessment of risks.

1.5 Well-being 1.5b: You are able to work and support others to work in ways that:

Support the well-being of children Promote the importance of children’s family/ carers and work in a way that supports and

develops these relationships in the interest of the child.

1.6 Positive relationships and professional boundaries 1.6b: You are able to work and support others to work in ways that:

Develop positive relationships with children, their families /carers and professionals whilst maintaining clear professional boundaries.

1.7 Communication 1.7b: You are able to work and support others to work in ways that:

Identify and use a range of communication methods that are appropriate to children’s needs, preferences, ages, abilities and levels of development

Follow workplace policies, procedures and processes to respond to any key changes or reports of changes in a child’s communication

Actively promote a calm and nurturing environment which enables children to communicate and express their feelings

Actively support children and their families/carers to receive their chosen provision in their preferred language.

1.8 Welsh language and culture 1.8b: You are able to work and support others to work in ways that:

Adhere to legislation and local and workplace policies, procedures and processes for Welsh language

Support children to engage in activities that develop their Welsh language skills and understanding of Welsh culture.

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Embed a partnership approach with families/carers for the use and development of Welsh language.

1.9 Positive approaches for positive behaviour support 1.9b: You are able to work in ways and support others to work in ways that:

Embed the use of positive approaches for behaviour support in practice Support the development of positive behaviour. Follow workplace policies, procedures and processes that are in place for positive

approaches to behaviour support.

1.10 Reflection 1.10b: You are able to work in ways that:

Reflect on the impact of your attitude and behaviour on the learning, development and behaviour of the children in your care.

Section 2: Health, wellbeing, Learning and Development in children’s care, learning and development.

2.1 Factors that impact upon health, well-being, learning and development 2.1b: You are able to work in ways that:

Undertake the assessment of the development of children Lead, plan and prepare for activities and experiences that support the developmental

progress of children, at a level appropriate to their age, needs and abilities in accordance with your role and responsibilities

Develop the self-esteem, sense of security and belonging of children Support children to recognise and celebrate their abilities, talents and achievements Support children to engage in both child initiated and adult led play activities Engage with children in activities and experiences that support their learning and Monitor, review and evaluate activities and experiences used to support the development of

children in accordance with your role and responsibilities Use workplace policies, procedures and processes to record and report on the development

progress of children. 2.2 Positive environments for the health, well-being and learning, development and play of children 2.2b: You are able to work in ways that:

Plan, prepare, implement, monitor, review and evaluate safe and stimulating environments that provide meet the health, well-being, development and individual needs of children

Ensure the provision of a safe, caring, nurturing and responsive environment that values children and their families/carers.

2.3 Speech, language and communication 2.3e You are able to work in ways that:

Support a partnership approach with others to implement, monitor and review plans for the development of children’s speech, language and communication.

2.4 Additional support needs 2.4c: You are able to work in ways and support others to work in ways that:

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Adapt communication, the environment and activities to support the inclusion and participation of children with additional support needs, including more able and talented children

Ensure that children with additional support needs are given opportunities to take part in a full range of activities and experiences

Adapt activities to support and extend more able and talented children. You are able to work in ways that:

Support a partnership approach with others to implement, monitor and review plans for the support and development of children with additional support needs.

2.5 Physical care of children 2.5b: You are able to work in ways and support others to work in ways that:

Provide physical care routines that meet the individual needs of children in a way that treats them with dignity and respect

Provide physical care routines for children in a way that protects both children and others in the workplace from harm or allegations of harm.

You are able to work in ways that: Embed a partnership approach with children and their families / carers on how to meet

physical care needs Provide advice and guidance to families / carers on meeting the physical care needs of

children. 2.6 Administration of medicine 2.6b You are able to work in ways and support others to work in ways that:

Follow your workplace policies, procedures and processes in support of the administration and use of medication.

Section 3: Professional Practice as a children’s care, learning and development practitioner

3.1 Roles and responsibilities of the early years and childcare worker 3.1b: You are able to work in ways that:

Reflect your professional responsibilities and accountabilities to seek additional support within your own role, responsibilities and expertise

Embed the ethos of your organisation in the workplace Help others understand the ethos and structure of your organisation Take account of the ethos and structure of other organisations you work with and the links

with your role and workplace Uphold and promote good practice by reporting matters that affect the welfare and safety of

children or their families /carers or practices that are unsafe or conflict with the ethos, policies and procedures of the workplace

Implement strategies to deal with challenges encountered in your practice Follow and promote workplace policies, procedures and processes.

You are able to work in ways and support others to work in ways that: Maintain confidentiality in day to day work.

3.2 Partnership working 3.2b: You are able to work in ways and support others to work in ways that:

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Take account of the roles and responsibilities of others in the workplace and other professionals

Apply the principles of partnership working in practice Apply the principles of confidentiality in all communication with others Develop good working relationships with other workers and professionals whilst maintaining

professional boundaries Agree shared outcomes.

3.3 Team working 3.3b: You are able to work in ways and support others to work in ways that:

Contribute to the work of the team Fulfil roles and responsibilities within the team Support effective communication between and with other team members Reflect on both individual and team performance Improve practice and the performance of the team.

3.4 Handling information 3.4b: You are able to work in ways that:

Follow workplace policies, procedures and processes on the handling of information including: storing, recording, confidentiality and sharing

Record written information with accuracy, clarity, relevance and an appropriate level of detail in a timely manner.

3.5 Personal conduct of the Early Years and Childcare Workers 3.5b: You are able to work in ways and support others to work in ways that:

Uphold and promote the profession of Early Years and Childcare workers and role model best practice in your work.

3.6 Continuing professional development 3.6b: You are able to work in ways that:

Meet regulatory and/or workplace requirements regarding learning and development in your role

Actively identify your own learning and support needs and develop and follow a personal development plan

Reflect on your practice to support your professional development Show how learning activities have improved your own practice Show how feedback from others has developed your own practice Actively identify and work towards goals and targets that meet your roles and

responsibilities Actively prepare for and contribute to supervision and appraisal Develop the literacy, numeracy and digital competency skills needed to meet the

requirements of your role Support others to reflect on and take action to meet their learning needs.

Section 4: Safeguarding children

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4.1 Safeguarding children from harm, abuse or neglect 4.1b: You are able to work and support others to work in ways that:

Implement practices that promote and support the safeguarding of children Establish, develop and maintain relationships that support trust and rapport with children,

their families and carers Support children to stay safe Keep yourself safe from allegations of harm and abuse.

4.2 Reporting and recording in relation to safeguarding 4.2b: You are able to work and support others to work in ways that:

Implement workplace policies, procedures and processes to record and report any concerns or incidents

Ensure that any concerns or incidents are recorded with accuracy, clarity, relevance and an appropriate level of detail in a timely manner

Demonstrate that you know where and how to access additional personal support if dealing with safeguarding issues.

Section 5: Health and Safety in children’s care, learning, development and play

5.1 Health and Safety in the work setting 5.1b: You are able to work and support others to work in ways that:

Meet responsibilities in line with health and safety legislation Adhere to workplace policies, procedures and processes for health and safety Implement workplace policies, procedures and processes for the recording and reporting of

any concerns or incidents related to health and safety Monitor work areas and working practices to ensure that they are safe and free from

hazards, and conform to legal and workplace requirements.

5.2 Risk assessments for health and safety 5.2c: You are able to work and support others to work in ways that:

Ensure safe practice by routinely carrying out risk assessments in accordance with your roles and responsibilities.

5.3 Fire Safety 5.3b: You are able to work and support others to work in ways that:

Adhere to the policies, procedures and processes that must be followed in the event of a fire.

5.4 Infection prevention and control 5.4b: You are able to work and support others to work in ways that:

Maintain good hygiene practice Implement workplace policies, procedures and processes for infection prevention and

control Follow hand washing techniques used to prevent the spread of infection.

5.5 Food Safety

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5.5b: You are able to work and support others to work in ways that:

Implement workplace policies, procedures and processes in relation to food safety.

Hazardous Substances 5.6b: You are able to work and support others to work in ways that:

Maintain workplace policies and procedures for the storage, use and disposal of hazardous substances.

5.7 Security in the work setting 5.7b: You are able to work and support others to work in ways that:

Adhere to arrangements that are in place to ensure that you, children and others are safe in the workplace

Adhere to workplace policies, procedures and processes for lone working, advising of whereabouts and access to the work setting

Adhere to policies, procedures and processes for the release of children from the setting.

5.8 Managing stress

5.8b: You are able to work and support others to work in ways that:

Manages well-being through a range of support mechanisms.

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Unit 212a Introduction to breathlessness and asthma in children

Level: 2

Unit Summary: This unit provides learners with an introduction to breathlessness and asthma. Learners will develop an understanding of breathlessness and asthma and will know how to support children who are experiencing these conditions as well as their families and support networks.

Learning outcome:

1. Understand the causes and impacts of breathlessness

Assessment criteria

1.1 Identify what is meant by ‘breathlessness’

1.2 Identify causes of breathlessness

1.3 Describe links between breathlessness and other illnesses

1.4 Describe signs and symptoms of breathlessness in children

1.5 Identify potential complications that breathlessness can cause in children

Range

Causes of breathlessness – Asthma, pneumonia, anaphylaxis, anaemia, obesity, anxiety/panic

attack, exertion/physical exercise

Other illnesses - Bronchitis, upper respiratory tract conditions, hay fever

Learning outcome:

2. Support families to manage breathlessness in children

Assessment criteria

2.1 Provide advice and guidance to families/carers of children affected by breathlessness on how it can be managed

2.2 Identify lifestyle changes that will support the management of breathlessness in children

2.3 Explain to families/carers the potential lifestyle changes that will help to manage breathlessness in their child

2.4 Involve children in discussions about their condition and its potential impact where appropriate, with consideration of language and communication methods used

2.5 Provide families/carers of children with information on how to access services, information and support on breathlessness

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Learning outcome

3. Understand causes and impacts of asthma

Assessment criteria

3.1 Describe the signs and symptoms of asthma

3.2 Explain how asthma is diagnosed and monitored in children

3.3 Identify potential causes and triggers of asthma

3.4 Explain links between asthma and other conditions

3.5 Describe potential impacts of asthma on children’s everyday lives and their development

Range

Other conditions - Food allergies, obesity

Learning outcome

4. Understand how asthma can be managed

Assessment criteria

4.1 Identify medicines used to treat asthma

4.2 Explain the use and operation of different types of inhaler

4.3 Describe the purpose of ‘spacers’ and when they should be used

4.4 Explain how asthma can be managed on an ongoing basis

4.5 Describe how and when to seek additional support/guidance

Learning outcome

5. Understand the support needed by children in managing acute asthma episodes

Assessment criteria

5.1 Describe the support provided to children and their families/carers in experiencing acute asthma episodes

5.2 Explain own role and responsibilities in supporting children and their families/carers with asthma

Learning outcome

6. Support children and their families/carers to manage asthma

Assessment criteria

6.1 Provide guidance to families/carers of children experiencing asthma on how it can be managed

6.2 Involve children in discussions about their asthma and its potential impact where appropriate, with consideration of language and communication methods used

6.3 Provide families/carers of children with information on how to access services, information and support on asthma

6.4 Follow setting procedures for the correct storage and maintenance of inhalers

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6.5 Communicate setting procedures on storage and maintenance of inhalers to families/carers of children

6.6 Explain to children’s families/carers how to monitor and record episodes of breathlessness, and the importance of doing so

6.7 Provide details of how and when instances of breathlessness should be reported or escalated further

6.8 Record advice and guidance given in line with setting procedures.

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Unit 212a Introduction to breathlessness and asthma in children

Supporting Information

Guidance for delivery The advice that learners provide to children and their families/carers for the management of

breathlessness should be recorded in line with legislation and setting policies.

Learning outcome 2, Assessment criteria 2.1 – 2.5 Learners should consider the age and

situation of the child when communicating with their families/carers and wider support

network. Depending on the age and development of the child it may be appropriate to

involve them in providing support, but consideration must be made around the language

used, setting, communication methods etc.

Evidence requirements Documentation is maintained to record advice that is given to individuals

regarding breathlessness.

Learners are able to explain the process that should be undertaken should an individual experience an acute asthma episode.

Related legislation Education (Wales) Act 2014

The Children Act 1989

Equality Act 2010

Social Services and Well-being (Wales) Act 2014

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Unit 221 Support continence care in children

Level: 2

Unit Summary: This unit provides learners with the knowledge and practical

skills required to support individuals to manage their continence

in ways that promotes their dignity and self-esteem. Learners

will develop skills to support individuals to reduce their risk of

body ulcers and urinary tract infections.

Learning outcome:

1. Understand continence

Assessment criteria

1.1 Identify what is meant by continence

1.2 Describe the anatomy and physiology of the urinary system

1.3 Describe the anatomy and physiology of the rectum and anal canal

1.4 Identify the typical process of development by which children achieve continence

1.5 Describe the factors that impact on continence in children

1.6 Describe the importance of maintaining personal cleanliness and hygiene when supporting with continence management

Learning outcome

2. Support children to manage incontinence

Assessment criteria

2.1 Identify what is meant by incontinence

2.2 Support children to make regular use of toilet facilities to enable them to achieve a pattern of elimination in line with strategies in their individual plan of care

2.3 Maintain records of the child’s patterns of elimination

2.4 Report changes in children’s’ patterns of elimination, in accordance with organisation/setting requirements

2.5 Provide children affected by incontinence with food and drink that will facilitate bowel and bladder action

2.6 Support processes that maximise the self-respect, dignity and privacy of children in the management of incontinence

2.7 Provide continence equipment in line with circumstances and preferences with consideration of the convenience of time and place

2.8 Take appropriate action when the continence equipment and management techniques being used appear to be unsuitable

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Learning outcome

3. Understand causes and impacts of urinary incontinence

Assessment criteria

3.1 Identify types of urinary incontinence

3.2 Describe impacts of anatomy and physiology on urinary function

3.3 Describe symptoms of bladder incontinence

3.4 Identify causes of and conditions associated with bladder incontinence

3.5 Describe treatments and interventions for bladder incontinence

3.6 Identify equipment that may be used to support bladder incontinence

Range

Causes of bladder incontinence: nonorganic factors (e.g. developmental issues, overproduction of urine); voluntary holding of urine; constipation; urinary tract infections, other underlying medical problems; giggle incontinence.

Symptoms – leakage of urine, frequency of urination, reluctance to drink fluids.

Equipment – catheters, urinary drainage bags, link systems, catheter valves, support garments, straps and stands Treatments and interventions - Lifestyle, physical and behavioural therapies (eg. Bladder retraining); Review of eating habits and fluid intake; Medication (e.g. anticholinergics), surgical approaches, neuro-stimulation, invasive procedures, conservative management options (e.g. catheters

Learning outcome:

4. Provide care to children affected by urinary incontinence

Assessment criteria

4.1 Maintain equipment and materials correctly in accordance with guidelines and protocols

4.2 Support children to maintain their personal hygiene whilst managing urinary continence

4.3 Dispose of equipment and soiled materials safely and in ways which minimise the risk of cross-infection

Learning outcome

5. Understand causes and impacts of faecal incontinence

Assessment criteria

5.1 Describe symptoms of faecal incontinence and associated conditions

5.2 Identify causes of faecal incontinence in children

5.3 Describe tests for faecal incontinence

5.4 Describe treatments and interventions for faecal incontinence

Range

Causes of faecal incontinence: Constipation with overflow soiling; neurological damage.

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Learning outcome

6. Provide care to children affected by faecal incontinence

Assessment criteria

6.1 Maintain equipment and materials correctly in accordance with guidelines and protocols

6.2 Support children to maintain their personal hygiene whilst managing faecal incontinence

6.3 Dispose of equipment and soiled materials safely and in ways which minimise the risk of cross-infection

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Unit 221 Support continence care in children

Supporting Information

Evidence requirements Observe the learner supporting individuals with continence care on a minimum of

three occasions.

Supporting individuals to manage incontinence can be assessed via discussion of what the learner has done, and why, as opposed to actual observation (for the benefit of respecting the dignity of the individual).

Glossary

Anticholinergics - Can control overactive bladder (OAB) by relaxing bladder muscles.

OAB drugs, which are most common in tablet form, also help prevent urine leaks by

controlling bladder spasms.

Range

Impacts of anatomy and physiology

Influence on urine production, normal micturition, bowel and its links to voiding

problems

Treatments and interventions

Medication, surgical approaches, conservative management options, Invasive

procedures including Percutaneous Endoscopic Colostomy (PEC), lifestyle, physical

and behavioural treatments

Roles Lead continence professionals, multi-disciplinary teams

Related legislation Equality Act 2010 replaced most of the Disability Discrimination Act

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub

Guidance for delivery

Reference to individuals covers parents, guardians or carers where relevant.

Learners should be aware that faecal incontinence is a symptom, often with multiple

contributory factors and should therefore avoid making simplistic assumptions that causation

is related to a single primary diagnosis.

Providing individuals with support charts would form part of the support of individuals to

maintain their continence.

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Unit 240 Supporting minor illnesses and accidents in children

Level: 2

Unit Summary: This unit focusses on minor illnesses, ways of reducing their spread and actions that can be taken to reduce the likelihood of accidents occurring. The unit provides learners with the knowledge and skills required to support children, families and carers with minor illnesses and accidents, including their prevention and reduction where possible.

Learning outcome

1. Know causes, signs and symptoms of minor illnesses

Assessment criteria

1.1 Define the term ‘minor illness’

1.2 State potential causes of a high temperature

1.3 List signs and symptoms of common minor illnesses

1.4 List sources of information advice, help and support relating to minor illnesses

1.5 Identify signs of potential serious illness

1.6 Describe when further advice should be gained and who should be contacted

Range

Minor illness – cough, cold, earache, sore throat, croup, fever and high temperature,

diarrohea and vomiting, eczema, asthma, hay-fever or food allergies, sunburn

When further advice should be gained - Child is drowsy or irritable, has problems breathing,

has cold or discoloured hands or feet with a warm body, has a fit, has unusual skin colour, has

a temperature of 39 C or more in a child aged 3-6 months of age, an infant who is not feeding

or any child that is showing signs of dehydration (dry mouth, sunken eyes, no tears, looking

generally unwell), has symptoms related to meningitis (unusual severe headache, stiff neck,

dislike of bright lights, a rash that does not fade with pressure)

Learning outcome

2. Principles of illness prevention and control

Assessment criteria

2.1 Identify methods of preventing minor illnesses

2.2 State ways to control the spread of minor illnesses

2.3 Identify sources of information on the incubation periods for childhood contractible diseases

2.4 State current exclusion periods for childhood contractible diseases

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2.5 Outline the importance of having children immunised against childhood contractible diseases

2.6 State current childhood immunisation schedules

2.7 List diseases prevented by childhood immunisation programmes

2.8 Identify key Public Health messages relevant to preventing minor illnesses in children

2.9 Identify procedures for investigating incidents

Range

Contractible diseases - Chicken pox, measles, mumps, whooping cough, rubella

Learning outcome

3. Support the prevention and control of minor illnesses

Assessment criteria

3.1 Follow appropriate Health Promotion Programmes in practice

3.2 Communicate methods of prevention for the control of spread of illnesses

3.3 Follow guidance and policies in relation to incubation periods and exclusion periods in childhood contractible diseases

Range

Contractible diseases - Chicken pox, measles, mumps, whooping cough, rubella

Learning outcome:

4. Identify and report signs and symptoms of minor illnesses

Assessment criteria

4.1 Use observational skills to monitor and review sign and symptoms

4.2 Report signs and symptoms of minor illnesses for diagnosis following workplace setting procedures

4.3 Record actions taken when signs and symptoms of minor illnesses are identified and escalated

Learning outcome

5. Understand treatment, links and complications of minor illnesses in children

Assessment criteria

5.1 State the importance of keeping children hydrated in cases of minor illness

5.2 Identify issues arising in instances of the over-prescribing of antibiotics

5.3 List complications of persistent high temperatures

5.4 Identify non-pharmacological treatments for minor illnesses

Learning outcome

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6. Provide treatment to children for minor illnesses and their potential complications

Assessment criteria

6.1 Maintain hydration levels for children experiencing minor illnesses

6.2 Provide non-pharmacological treatments for minor illnesses

6.3 Observe and report changes in symptoms following pharmacological intervention

Learning outcome

7. Principles of accident prevention

Assessment criteria

7.1 Identify national guidance and key public health messages on unintentional injuries and accidents

7.2 List information and support available in relation to injury and accident prevention

7.3 Identify common types of injuries to the under 5s

7.4 State the importance of promoting home safety in the under 5s

7.5 Identify the importance of monitoring children to prevent accidents

7.6 Identify potential links between safety and child development

7.7 Identify steps that can be taken to reduce Sudden Infant Death Syndrome (SIDS)

Learning outcome

8. Support others in the prevention of accidents

Assessment criteria

8.1 Promote environmental safety

8.2 Support others with procedures for reporting and recording accidents

Learning outcome

9. Principles of dealing with minor accidents

Assessment criteria

9.1 Describe procedures that should be followed by the first responder to an accident

9.2 Describe the procedure for assessing an individual following an accident

9.3 Identify current regulations and requirements around First Aid training

9.4 List the required contents of a first aid box

9.5 Identify the procedure for responding to minor accidents

9.6 Identify common domestic accidents that require emergency treatment

9.7 Identify signs that may indicate a child requires medical treatment following an accident

Learning outcome

10. Support with minor accidents

Assessment criteria

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10.1 Respond to minor accidents in line with regulations and role responsibility

27

Unit 240 Supporting minor illnesses and accidents in children

Supporting Information

Evidence requirements Observe the learner supporting with minor illnesses or accidents on a minimum of

three occasions (response to accidents or emergency situations can be simulated)

Evidence of documentation/records that are completed clearly, accurately and legibly.

Related guidance NICE Guidelines nice.org.uk

Respiratory tract infections (self-limiting); prescribing antibiotics (CG69)

Fever in under 5s (QS64)

Unintentional injuries in the home: interventions for under 15s (PH30)

Unintentional injuries: prevention strategies for under 15s (PH29)

Healthy Child Wales Programme 2015 – Welsh Government gov.wales

Well-being of Future Generations (Wales) Act 2015

Vaccine Preventable Disease Programme (DPDP) Public Health Wales

NHS Direct Wales

NHS Choices

28

Unit 256a Undertaking point of care testing

Level: 2

Unit Summary: This unit is aimed at supporting learners to provide Point of Care

Testing (POCT). Learners who complete this unit will be able to

perform accurate POCT testing within a range of environments

to gain accurate results.

Learning outcome

1. Know guidance, policies and protocols related to Point of Care Testing

Assessment criteria

1.1 Identify current National Point of Care Testing regulations

1.2 Describe the role of governance when conducting Point of Care Testing.

1.3 Describe the importance of conducting Point of Care Testing procedures in accordance with set protocols and policies

Range

Governance: delegation, infection prevention and control, information governance - data protection, individual security, bar codes – operator ID & patient ID, confidentiality audit trails

Learning outcome:

2. Understand the theories that underpin Point of Care Testing

Assessment criteria

2.1 Identity types of Point of Care investigations and equipment required within work setting

2.2 Describe risks and benefits of Point of Care Testing

2.3 Describe the role and responsibility of the Point of Care Testing operator

2.4 Describe conditions needed for storing consumables related to Point of Care Testing

2.5 Identify the internal quality measures relating to point of care testing

2.6 Identify information recorded when carrying out all Point of Care Tests

Learning outcome

3. Know how to take samples

Assessment criteria

3.1 Identify factors that can cause risk when undertaking Point of Care Testing

29

3.2 Identify the types of equipment and instruments that are safe to reuse, and those which must be discarded after a single use

3.3 Describe how to prepare the individual for sample collection

3.4 Describe the methods used to obtain positive identification and consent of the individual

3.5 Explain the importance of obtaining positive confirmation of the individual’s identity prior to starting the procedure

3.6 Describe the sources of error that may be encountered during sample collection

3.7 List the benefits of using electronic recording and record keeping systems.

3.8 Describe the procedure for reporting results

Range

Factors – Cross-infection, unsafe equipment and practice

Benefits - Reduced potential for error, live system updated with most recent results, time

saving, pre-completed information on forms

Learning outcome

4. Know how to respond to problems encountered during Point of Care Testing

Assessment criteria

4.1 State the importance of reporting all Point of Care Testing problems

4.2 Describe the process for reporting problems encountered during Point of Care Testing

Range

Problems – misuse, malfunctioning, interference, unusual readings, patient non-compliance, insufficient sample

Learning outcome

5. Be able to conduct Point of Care Testing

Assessment criteria

5.1 Apply appropriate precautions for infection prevention and control relevant to the test procedure and environment

5.2 Check that resources and equipment are of the correct type, are functional and meet expected performance measures and safety requirements

5.3 Confirm the individual’s identity and that valid consent has been obtained

5.4 Take the appropriate sample with consideration of patient comfort and check that it is satisfactory

5.5 Carry out tests in line with the operational procedure to ensure safety and quality of results

5.6 Record and report test results in accordance with organisational procedures

5.7 Maintain documentation related to tests carried out

5.8 Manage the maintenance, cleaning, decontamination and disposal of equipment and test materials, following local policy and instructions

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Range

Patient comfort – Maintaining dignity and privacy, providing relevant

dressings/equipment, positioning

31

Unit 256a Undertaking point of care testing

Supporting Information

Evidence requirements Observe the learner carrying out a minimum of three point of care testing activities

for each type of sample covered in their setting. A minimum of three testing activities are required as a minimum.

Evidence of documentation/records that are completed clearly, accurately and legibly.

32

Unit 286 Undertaking collection of specimens

Level: 2

Unit Summary: This unit will provide learners with the skills and knowledge

required to undertake specimen collection for laboratory testing

and investigation.

Learning outcome

1. Know guidance, policies and protocols related to specimen collection

Assessment criteria

1.1 Identify current regulations that underpin specimen collection

1.2 Describe the role of governance when conducting specimen collection

1.3 Describe the importance of conducting specimen collection in accordance with set protocols and policies

Range

Governance - Delegation, infection prevention and control, information governance - data protection, individual security, bar codes – operator ID & patient ID, confidentiality audit trails

Learning outcome

2. Know how to collect specimens

Assessment criteria

2.1 Describe how to prepare the individual for specimen collection

2.2 Describe the methods used to obtain positive identification of the individual

2.3 Explain the importance of obtaining positive confirmation of the individual’s identity prior to starting the procedure

2.4 Explain the importance of labelling specimens following organisational procedures

2.5 Describe the sources of error that may be encountered during specimen collection

2.6 List the benefits of using electronic record keeping systems

2.7 Identify the collection vessels required for different types of specimens and tests within work setting

Range

Benefits - Reduced potential for error, live system updated with most recent results, time

saving, pre-completed information on forms

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Learning outcome

3. Be able to undertake the collection of specimens

Assessment criteria

3.1 Apply appropriate precautions for infection prevention and control relevant to the specimen collection procedure and environment

3.2 Check that resources and equipment are of the correct type, are functional and meet expected performance measures and safety requirements

3.3 Confirm the individual’s identity and that valid consent has been obtained

3.4 Take the appropriate sample with consideration of patient comfort and check that it is satisfactory

3.5 Ensure sample is labelled correctly and identity of individual is re-confirmed

3.6 Prepare the specimen for transportation following local policy and instruction

3.7 Maintain responsibility of sample through to hand over for transportation

3.8 Record and report test results in accordance with organisational procedures

3.9 Maintain documentation related to procedures carried out

3.10 Manage the maintenance, cleaning, decontamination and disposal of equipment and collection materials, following local policy and instructions

Range

Patient comfort – Maintaining dignity and privacy, providing relevant dressings/equipment,

positioning

34

Unit 286 Undertaking collection of specimens

Supporting Information

Evidence requirements Observe the learner carrying out a minimum of three specimen collection activities.

Documentation and recording must be completed clearly, accurately and legibly.

35

Unit 302 Supporting children with additional needs

Level: 3

Unit Summary: This unit will enable learners to explore the impacts of additional needs on children and the challenges and opportunities that those working in childcare settings with children with additional needs may encounter. The unit covers knowledge of relevant guidelines, needs assessments, safeguarding and personal care implications. Learners will develop practical skills in working with and supporting children with additional needs as well as how to carry out assessment of children’s requirements.

Learning outcome

1. Know guidance, policies and protocols related to working with children with additional needs

Assessment criteria

1.1 Define the meaning of ‘additional needs’

1.2 Identify legislation, codes of practice, standards, frameworks and guidance for supporting children with additional needs in early years settings

1.3 Describe principles that underpin the current Code of Practice in Wales in relation to supporting children with additional needs

1.4 Explain the impact on society of the models of disability

1.5 Describe ways of dealing with and challenging discrimination

1.6 Identify government reports, inquiries and research related to children with additional needs

Learning outcome

2. Understand the impacts and challenges of working with children with additional needs

Assessment criteria

2.1 Identify specific conditions and needs that children may be experience

2.2 Describe the impact of specific conditions and needs on children’s learning and the additional support needed to aid their development

2.3 Identify the expected stages of development for children

2.4 Explain the importance of communication and interaction for children with additional needs

2.5 Describe effective strategies and approaches to use with children who require support with:

o Communication and interaction o Cognition and learning o Behavioural, social and emotional development

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o Sensory and or physical development

2.6 Explain the importance of creating an accessible learning environment for children, taking into account their individual needs

2.7 Identify key features of accessible learning environments for children with additional needs

2.8 Describe strategies to overcome real or perceived barriers to the active participation of children, families and carers in the planning process

2.9 Identify sources of information, advice and support for children, families, carers and professionals that will assist children with additional needs

2.10 Describe the role of advocacy in supporting children with specific conditions or needs

Learning outcome

3. Understand how additional needs are assessed

Assessment criteria

3.1 Identify frameworks and guidance available on the assessment, identification and support for children with additional needs

3.2 Explain the differentiation considerations when using different assessment techniques and strategies

3.3 Describe assessment and screening tools used to identify children with additional needs

3.4 Explain how to access relevant records, information, views, wishes and preferences of children, families and carers when undertaking the identification and support of children with additional needs

Learning outcome

4. Understand safeguarding and personal care implications when working with children with additional needs

Assessment criteria

4.1 Explain the importance of recognising why some children with additional needs may be more vulnerable to abuse

4.2 Explain the importance of non-verbal communication systems when there are concerns around the safety of children with additional needs

4.3 Describe how research into safeguarding children with additional needs links to national and local policy and practice

4.4 Explain the importance of involving children, families and carers in the development and ongoing review of an individual development plan

4.5 Explain the importance of children receiving personal care from a key worker where possible

4.6 Describe how personal care needs can be managed during off site activities

Learning outcome:

5. Work with children with specific conditions and needs

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Assessment criteria

5.1 Communicate effectively with children, families and carers enabling them to fully participate in the planning process

5.2 Use the correct terminology when working with children with specific conditions and needs

5.3 Plan activities that reflect the expected stages of development for children, according to their specific conditions and needs

5.4 Communicate and interact effectively with children with additional needs

5.5 Provide an accessible learning environment for children with specific conditions or needs

5.6 Use equipment and specialist aids appropriately, ensuring they are safe, fit for purpose and used in accordance with guidance and risk assessments

5.7 Promote the active participation of children, families and carers in the planning process

5.8 Access relevant sources of information, advice and support, on additional needs, for children, families, carers and professionals

5.9 Involve children, families and carers in the development and ongoing review of individual care plans

Learning outcome:

6. Assess and screen children with specific conditions and needs

Assessment criteria

6.1 Select appropriate assessment and screening tools to assess children according to their needs

6.2 Use a range of information, including the results of assessments and screening tools, to identify children with additional needs

6.3 Select appropriate assessment and screening tools to identify children within your setting who are more able and talented

6.4 Use a range of information, including the results of assessments and screening tools, to identify children who are more able and talented

6.5 Promote inclusive practice within the organisational setting

6.6 Follow policies and procedures for challenging poor practice within organisation settings

6.7 Embed measures that raise awareness of the risks and the importance of good practice standards strengthening the ability of children and families to help themselves

Learning outcome:

7. Reflect on care and support provided to children with additional needs

Assessment criteria

7.1 Reflect on own experience, beliefs and values and how these impact on practice

7.2 Reflect on how models of disability have impacted on practice

7.3 Follow the codes of practice, standards, frameworks and guidance for working with children with additional needs in early years settings

7.4 Reflect on own practice and identify training needs

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Learning outcome:

8. Understand risk assessment requirements for children with additional needs

Assessment criteria

8.1 Explain the importance of involving the child, and families/carers in writing and reviewing risk assessments and risk benefit analysis, and the relevant people the assessment should be shared with

8.2 Describe where to access help, support and guidance when writing risk assessments for children

39

Unit 302 Supporting children with additional needs

Supporting Information

Evidence Requirements Observe the learner supporting children with additional learning needs on a minimum

of three occasions.

Observe the learner assessing children with additional learning needs on a minimum of three occasions.

Documentation/records must be completed clearly, accurately and legibly.

Glossary

Additional needs could be those including: Physical disability Learning disability Autism Additional health needs Sensory loss Emotional and behavioural difficulties Attention Deficit Hyperactivity Disorder

Related legislation

Additional Learning Needs and Education Tribunal (Wales) Bill 2015

Guidance for delivery

Outcome three covers the assessment of the additional needs of all children including

those who are more able and talented.

40

Unit 306a Responding to anaphylactic reactions

Level: 3

Unit Summary: This unit provides learners with a full understanding of the causes and treatment of anaphylaxis, how it affects the body and how it can be diagnosed and treated. Learners will look in detail at how anaphylaxis impacts on the lives of those affected and will learn the skills required to support individuals in the event of an anaphylactic reaction.

Learning outcome:

1. Understand features of anaphylaxis and allergic reactions

Assessment criteria

1.1 Define the term ‘anaphylaxis

1.2 Explain how anaphylaxis differs from an allergic reaction

1.3 Describe signs and symptoms of anaphylaxis

1.4 Identify the associated body systems responsible for anaphylactic reaction

1.5 Describe the different types of anaphylaxis

1.6 Describe potential triggers to anaphylaxis

1.7 Identify allergies that commonly occur together

1.8 Describe ways in which allergies are diagnosed

1.9 Describe methods of treating anaphylactic reaction including equipment and drugs

1.10 Identify factors that determine the appropriate treatment for anaphylactic reactions

1.11 Identify sources of advice, support and guidance on anaphylaxis and allergic reactions

1.12 Explain guidelines that relate to supporting individuals with anaphylaxis and allergic reactions

Range

Signs and symptoms - Flushing of the skin, hives/rash on the skin, panic/anxiety,

swelling of mucus membranes (e.g. tongue, throat, lips and mouth), difficulty in

swallowing or speaking, elevated heart rate, severe asthma/breathing difficulties,

abdominal pain, nausea/vomiting, drop in blood pressure, dizziness, feeling

faint/fainting, collapse and unconsciousness

Different types of anaphylaxis - Uniphasic, biphasic, protracted

Potential triggers – food (e.g. peanuts, almonds, walnuts, cashews, Brazil nuts,

sesame, fish, shellfish, dairy products, eggs), medicine (e.g. penicillin, aspirin),

chemicals, materials (e.g. latex) bee/wasp/insect stings, environment (e.g. hay fever)

41

Learning outcome

2. Safely respond to an anaphylactic reaction

Assessment criteria

2.1 Provide support to individuals who are exhibiting the signs and symptoms of an anaphylactic reaction including

o calling for help o making them comfortable o removing the trigger

2.2 Follow the ABCDE approach to treating an anaphylactic reaction

2.3 Provide advice and guidance to individuals and their families/carers on avoiding known triggers with consideration of impacts on their day to day activity

2.4 Refer individuals and their families/carers to other relevant local services and information sources

2.5 Follow local practices for the safe storage of auto-injection adrenalin devices for treating anaphylactic reactions.

2.6 Record the instance of anaphylactic reaction and actions taken in line with setting policy

Range

Support - Making them comfortable, calling for help, administering injectable

adrenalin where appropriate and in line with role and responsibility, removing the

trigger

Signs and symptoms - Flushing of the skin, hives/rash on the skin, panic/anxiety,

swelling of mucus membranes (e.g. tongue, throat, lips and mouth), difficulty in

swallowing or speaking, elevated heart rate, severe asthma/breathing difficulties,

abdominal pain, nausea/vomiting, drop in blood pressure, dizziness, feeling

faint/fainting, collapse and unconsciousness

42

Unit 306a Responding to anaphylactic reactions

Supporting Information

Evidence requirements Observe the learner carrying out response to anaphylactic reaction on at least three

occasions (Simulation of anaphylactic reaction and required response is allowed)

Evidence of documentation completed following instance of anaphylactic reaction must be recorded clearly, accurately and legibly in line with setting policies.

Glossary Anaphylaxis – Anaphylaxis is an extreme and severe, life-threatening, generalised or systemic

hypersensitivity reaction. It is characterised by rapidly developing life-threatening airway

and/or breathing and/or circulation problems usually associated with skin and mucosal

changes

ABCDE approach – This approach can be used to assess and treat patients suffering an

anaphylactic shock. ABCDE stands for - Airway, Breathing, Circulation, Disability, Exposure

Related legislation Section 175 of the Education Act 2002

Section 25(2) of the Children Act 2004

Equality Act 2010

The Social Services and Well-being (Wales) Act 2014

43

Unit 311a Taking blood samples from children

Level: 3

Unit Summary: This unit covers the knowledge and skills required to take blood

samples from children. The unit also covers the processing of

blood samples once they have been taken. Learners will gain

the practical skills required to complete processes safely,

efficiently and in ways that reduce distress as far as possible.

Learning outcome:

1. Understand the requirements for taking blood samples from children

Assessment criteria

1.1 Identify the equipment and material requirements for taking blood samples from children of different ages

1.2 Describe the adaptations needed to take blood from children of different ages

Learning outcome:

2. Take blood samples from children

Assessment criteria

2.1 Prepare appropriate equipment for obtaining venous blood 2.2 Follow hand hygiene processes and select appropriate PPE 2.3 Confirm identity of the child and consent of parent/guardian 2.4 Use methods to prepare and calm the child prior to and throughout blood sampling 2.5 Gain venous access using the selected blood collection system, using techniques which

will cause minimum discomfort 2.6 Obtain blood from the selected site with consideration of

o container according to investigation required o volume o order when taking multiple samples

2.7 Mix blood and anti-coagulant thoroughly in required containers 2.8 Monitor for indications of adverse reaction and taking appropriate action where

necessary 2.9 Remove blood collection equipment and stop blood flow with sufficient pressure 2.10 Apply suitable dressings to puncture sites according to setting protocols and advise

parents how to care for the site

Range Adverse reaction - haematoma, pain, re-bleed, allergy, phlebitis, fainting, anxiety

Methods – use of play, distraction techniques

44

Learning outcome

3. Process blood samples taken from children

Assessment criteria

3.1 Label blood samples clearly, accurately and legibly, using pre prepared labels where appropriate

3.2 Place samples in appropriate packaging and ensure correct request forms are attached

3.3 Place samples in nominated place for collection and transportation, ensuring blood is kept at the required temperature

3.4 Document relevant information clearly, accurately and correctly in the appropriate records

3.5 Ensure immediate transportation of blood to the relevant department in line with urgency of sampling investigations

3.6 Apply infection control measures required when working with blood

45

Unit 311a Taking blood samples from children

Supporting Information

Evidence requirements Observe the learner taking blood samples from a child on a minimum of three

occasions. This could be the same child on separate occasions or different children on separate occasions.

Observe the learner preparing blood samples for processing on a minimum of three occasions.

Documentation/records taken must be completed clearly, accurately and legibly.

Glossary Identity - Should follow organisational/setting protocols but include name and date of birth

as a minimum

Consent - Obtaining informed consent, in line with best practice guidance

Protocols - for application of dressings / use of tourniquets

Guidance for delivery Application of learning form the core content of this qualification should be considered in the

context of this subject area in particular around legislation and codes of practice,

safeguarding; child-centred practice, hand washing and aseptic techniques

46

Unit 313 Cancer care

Level: 3

Unit Summary: This unit covers the skills and knowledge required for the ongoing support and care of individuals living with and beyond cancer. Learners will cover knowledge of issues which impact on people following completion of cancer treatment relate to either the impact of the cancer itself, and the side effects of treatments given to cure the cancer.

Learning outcome:

1. Understand professional guidelines on the provision of cancer care

Assessment criteria

1.1 Describe the current cancer delivery plan for the NHS in Wales 1.2 Explain the nature of cancer survivorship 1.3 Describe principles and recommendations from the national cancer survivorship

initiative 1.4 Describe policies which promote mental, physical and social wellbeing together with

enhancing resilience, employment and economic growth 1.5 Explain the key actions and themes of the cancer delivery plan

Learning outcome

2. Understand the development and symptoms of cancer

Assessment criteria

2.1 Explain why it is important to detect cancer early

2.2 Identify ways of supporting timely access to cancer diagnostic services

2.3 Describe the basic cycle of cell corruption and growth which lead to cancer

2.4 Explain how genetics of cancer drive the symptoms and treatment of some cancers

2.5 List different types of cancer

2.6 Describe how prognosis differs for different types of cancers

2.7 Describe Red flag ‘alarm’ symptoms

2.8 Describe short and medium term effects of main treatment options for cancer

2.9 Describe new treatments including immunotherapy treatment

2.10 Identify late effects of cancer and late or ongoing effects of treatment

2.11 Describe the impact of metastasis on individuals with cancer

2.12 Explain the potential value of cancer research and clinical trials

Learning outcome

3. Understand care and support available for those experiencing cancer, their families and carers

47

Assessment criteria

3.1 Describe benefits of holistic needs assessments to individuals experiencing cancer

3.2 Identify lifestyle changes that can improve health and reduce the further likelihood of developing cancer

3.3 Describe ways of supporting individuals, their families and carers through and beyond active treatment

3.4 Describe common impacts of cancer treatment and potential complications of cancer

3.5 Explain the importance of key steps in cancer care treatment

3.6 Describe how digital technology can enable individuals, their families and carers to play a part in their own care

3.7 Describe positive impacts a key worker can make to an individual’s experience of cancer services

3.8 Explain the importance of the availability of equal access to cancer care services

3.9 Explain why improving symptom awareness among the public is important

3.10 Identify where to access benefits advice services and organisations which provide these services

3.11 Describe the relationships between cancer care providers

3.12 Identify risk factors for cancer which are common to other disease areas

3.13 Describe cross-cutting prevention strategies and those where there is evidence to support a targeted approach to a specific cancer

Range

Key steps in cancer care treatment – Liaising with the GP (or Practice nurse),

preparing individuals through structured education approaches, applying key

interventions such as holistic needs assessment, allocating a key worker, providing an

ongoing care plan

Cancer care services - complex and very specialist care, clinical trials and other

studies, opportunities to be involved in and engaged in research activities

Learning outcome

4. Understand care and support available for children affected by cancer

Assessment criteria

4.1 List specialist cancer services available for children

4.2 Describe the diagnosis process for cancer in children

4.3 Identify the role of play specialists in the care of children with cancer

4.4 Describe the potential impacts of cancer diagnosis on the family of a child

Range

Cancer care providers - primary, secondary and tertiary care, health boards, health

boards and regional centres, third and social care sectors, Wales Cancer Network,

specialist centres, Welsh Health Specialised Services Committee

48

Learning outcome:

5. Provide care and support to children experiencing cancer, their families and carers

Assessment criteria

5.1 Implement policies which support cancer survivors within work practice

5.2 Use MDT person-centred skills, specifically communication and palliative care

5.3 Develop and implement cancer care action plans

5.4 Collaborate with key workers to support individuals, their families and carers through and after cancer treatment

5.5 Provide support to individuals, their families and carers when their treatment ends

5.6 Support timely access to diagnostic services

5.7 Support individuals to access specialist care

5.8 Provide individuals, their families and carers with information on opportunities to participate in clinical trials and research activities

5.9 Contribute to the requirements of health boards to ensure individuals are routinely informed where to access welfare benefits advice

49

Unit 313 Cancer care

Supporting Information

Evidence requirements Observe the learner supporting children with cancer care on a minimum of three

occasions.

Evidence of documentation completed must be recorded clearly, accurately and legibly in line with setting policies.

50

Glossary

Cancer delivery plan – key actions and themes: Making Every Contact Count;

standards, pathway integration, early detection and person-centred care guidelines

diagnostic services to cope with the expected increased demand; fast track pathways

for patients with alarm symptoms; access to multi-disciplinary diagnostic centres for

potentially serious, vague symptoms; direct access to certain tests for ‘low-but-not-

no’ risk symptoms; imaging equipment; workforce shortages in pathology, radiology

and oncology; reforming the way diagnostic pathways work

Key worker - the cancer pathway is complex and a named key worker is fundamental

to help the patient navigate the pathway and ensure a smooth patient journey. The

key worker is usually the clinical nurse specialist, who as part of a wider multi-

disciplinary team coordinates treatment and care. The healthcare system, and

patients, should also be clear who their responsible doctor is at all stages of the care

pathway.

Impacts – Could include fatigue, intimate relationship issues, financial hardship,

anxiety/depression, fear of recurrence

Population Outcome Measures

Cancer incidence and prevalence

Short and long-term survival rates

Premature mortality related to cancer and mortality.

Global Patient Reported Experience Measures (inc Cancer Patient Experience

Survey)

Global Quality of Life measure

CPES - Cancer Patient Experience Survey

PREMs - Patient Reported Experience Measures

PROMs - Patient Reported Outcome Measures

51

Unit 317a Children who are experiencing disadvantage

Level: 3

Unit Summary: This unit covers the contribution child care workers can make to minimise disadvantage and ensure all children can access high quality services. The unit also covers the importance of working in partnership with families/carers and other professionals throughout the provision of childcare services.

Learning outcome:

1. Understand legislation and policy context in relation to strategies to combat childhood disadvantage

Assessment criteria

1.1 Identify legislation relating to tackling child poverty and disadvantage 1.2 Describe current policy context in relation to tackling childhood disadvantage plans and

strategies 1.3 Identify principles and values from current legislation and policy documents that

underpin work in relation to childhood disadvantage 1.4 Describe reports that have influenced legislation, policy context, plans and strategies in

relation to childhood disadvantage 1.5 Identify sources of information on the types of services available locally relating to

childhood disadvantage 1.6 Describe how current national plans and strategies relating to childhood disadvantage

influence local service provision 1.7 Explain the importance of working in partnership with local service providers 1.8 Describe criteria and referral processes for local provision in relation to tackling

childhood disadvantage 1.9 Describe how national policy and practice guidance impacts on own organisation’s

policies and practice procedures

Learning outcome

2. Apply legislation and guidelines in relation to strategies to combat childhood disadvantage

Assessment criteria

2.1 Use information on local service provision relating to childhood disadvantage for children’s care, play, learning and development

2.2 Embed national frameworks, plans and strategies, relating to child poverty that have influenced local service provision

2.3 Embed reports that have influenced legislation, policy context, plans and strategies around child poverty

2.4 Promote partnership working with service providers

52

2.5 Follow criteria and referral processes for local provision in relation to tackling child poverty

2.6 Follow organisation/settings policies and procedures

Learning outcome

3. Understand causes and impacts of disadvantage on children

Assessment criteria

3.1 Define key terms relating to childhood disadvantage

3.2 Define the meaning of ‘prevention’ and ‘early intervention’ in relation to tackling childhood disadvantage

3.3 Describe the current situation in Wales and the rest of the UK with regards to childhood disadvantage

3.4 Describe potential impacts of poverty on children’s lives and life chances

3.5 Identify examples of prevention and early intervention strategies/initiatives

3.6 Describe own role and responsibilities in contributing to the ‘Tackling Child Poverty’ Agenda

3.7 Describe benefits of preventing child poverty and early intervention strategies

3.8 Explain ways in which research into child poverty underpins legislation, national policies, guidance and frameworks in Wales

Range

Key terms – Child poverty, adverse childhood experiences

Learning outcome:

4. Work in ways that minimise the impact of disadvantage on children

Assessment criteria

4.1 Address factors that impact on a child’s life chances in own setting

4.2 Promote the benefits of prevention and early intervention strategies, including local prevention strategies/initiatives

4.3 Reflect on own role and how it contributes to the ‘Tackling Child Poverty’ agenda

4.4 Promote the benefits of preventing childhood disadvantage

4.5 Embed recent research into childhood disadvantage and legislation, national policies, guidance and frameworks in Wales

53

Unit 317a Children who are experiencing disadvantage

Supporting Information

Evidence requirements Learners must be observed practically applying ways of working which minimise

disadvantage to children on a minimum of three different occasions which could include:

Childhood disadvantage reduction initiative implementation

Signposting to sources of information on disadvantage and support

Evidence of documentation/records that are completed clearly, accurately and legibly.

Glossary

Current legislation and policy documents from where principles and values are found

include:

Social Care and Wellbeing (Wales) Act 2014.

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Well-being of Future Generations (Wales) Act (2015)

Childcare, Play and Early Years Workforce Plan

Reports - reports and research could include:

The Effective Provision of Pre-School Education (EEPE) Project: Final Report A

longitudinal study funded by the DfES 1997–2004 by Department for Education and

Skills (London: Institute of Education, 2012)

Lifetime Effects: The High Scope Perry Preschool Study Through Age 40 by High Scope

(Ypsilanti: USA, 2005)

Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013

Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh

Government Social Research: 31/2013

Department for Communities and Government (2012) “Working with Troubled Families:

A guide to the evidence and good practice”, Department for Communities and

Government, London, ISBN: 978-14098-3751-0

Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her

Majesty’s Government” HM Government, January 2011

Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes:

National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN

978 1 84775 009 9

54

Low income and early cognitive development in the U.K, A Report for the Sutton Trust

by J Waldfogel and E Washbrook (2010)

Adverse childhood experiences and their impact on health-harming behaviours in the

Welsh adult population. Public Health Wales NHS Trust 2015

Adverse childhood experiences and their association with chronic disease and health

service use in the Welsh adult population Public Health Wales NHS Trust 2016

NB – reports should be checked for relevance and currency as part of delivery provision.

Related legislation Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Together for Mental Health, Welsh Government (2012)

Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales, Professor Graham Donaldson (2015).

The Rights of Children and Young Person’s (Wales) Measure 2011

The Children and Families (Wales) Measure 2010

A Child Poverty Strategy 2011–2014: Recommendations for the UK Government (Save the Children, 2010)

Child Measurement Programme for Wales Report 2011–12 (Public Health Wales, 2013)

Childcare Costs Survey 2013 (Daycare Trust and the Family and Parenting Institute, 2013)

Early Intervention: Next Steps by G Allen (HM Government, 2011)

The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012

Low income and early cognitive development in the U.K, A Report for the Sutton Trust by J Waldfogel and E Washbrook (2010)

Millennium Cohort Study by C Taylor (WISERD), Cardiff, 2013

Well-being of Future Generations (Wales) Act (2015)

Adverse childhood experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015

Adverse childhood experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016

The impact of adverse childhood experiences on mental well-being in Welsh adults Public Health Wales NHS Trust

Guidance for delivery Service providers to be worked in partnership could be from within a local, national or

international context.

Prevention and early intervention strategies/initiatives may reflect local, national or international strategies/initiatives.

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Reports are provided as part of supporting information are for guidance only, reported provided to or referenced by learners should be checked for currency before delivery of the unit content.

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Unit 319a Contexts and principles

Level: 3

Unit Summary: This unit covers key contexts and principles that underpin the provision of CCPLD services in Wales. The content of the unit builds on the knowledge covered in the core qualification and expands it to cover legislation, national frameworks and principles and values. As part of this unit learners will practically apply contexts and principles, embedding them within their work setting and practices.

Learning outcome:

1. Understand the legislation and policy context related to early years, childcare and play provision in Wales

Assessment criteria

1.1 Describe policy contexts for key initiatives and where to find information about them locally.

1.2 Identify legislation that underpins practice in children’s care, play, learning and development.

1.3 Describe regulatory requirements relating to children’s care, play, learning and development.

1.4 Explain how national policy and practice guidance impacts on organisational/setting policies and practice procedures.

1.5 Explain the importance of following own organisation/setting’s policies and practice procedures.

Learning outcome:

2. Understand how national frameworks, plans and strategies influence local provision

Assessment criteria

2.1 Identify sources of information on the types of services available within own locality.

2.2 Explain how national frameworks, plans and strategies influence local service provision.

2.3 Explain the importance of working in partnership with local service providers.

2.4 Describe access criteria and referral processes for local provision.

2.5 Identify legislation, policy contexts, and principles that have influenced the development of frameworks and provision in children’s care, learning, development and play in Wales.

2.6 Identify Required Qualifications to work within the Early Years, Childcare and Play Sectors in Wales.

2.7 Describe reports that have influenced national frameworks, plans and strategies.

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Learning outcome:

3. Understand principles, value and theories that underpin early years, childcare and play provision in Wales

Assessment criteria

3.1 Describe key principles and values that underpin practice in children’s care, learning, development and play.

3.2 Explain how personal beliefs and values can influence practice.

3.3 Describe ways in which the work of theorists has influenced understanding of child development and how children learn.

3.4 Describe ways in which the work of theorists has influenced practice and provision within childcare and early years settings.

3.5 Explain the importance of reflecting on personal practice with children and their families.

Learning outcome:

4. Apply contexts and principles to practice

Assessment criteria

4.1 Embed legislation, national policies and frameworks into practice

4.2 Embed regulatory requirements relating to children’s care, learning, development and play into practice

4.3 Embed the key principles and values that underpin practice in children’s care, learning, development and play into practice

4.4 Embed key theories within practice

4.5 Embed key principles of early years education in day to day practice in childcare settings

4.6 Embed findings and recommendations from reports into practice

4.7 Access and use information on the types of services available within own locality

4.8 Promote partnership working with local service providers

4.9 Use national policy and practice guidance to support the development of organisational policy and practice procedures

4.10 Embed legislation, policy contexts and principles within practice

4.11 Use reflection to improve personal practice

4.12 Reflect on how research impacts personal practice

4.13 Reflect on how personal beliefs and values influence your practice

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Unit 319a Contexts and principles

Supporting Information

Evidence requirements Learners must practically apply contexts/principles on a minimum of three different

occasions.

Glossary

Key initiatives: to include Healthy Child Wales, Flying Start including Language and

Play, Foundation Phase, Families First, Healthy Schools/ Healthy Sustainable Pre-

School Scheme and Childcare Strategy

National frameworks, plans and strategies: to include Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Foundation Phase National Literacy and Numeracy Framework (LNF) Healthy Child Wales Child Poverty Strategy (2015)

o Flying Start o Families First

Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy School Schemes (WNHSS)

Digital Competency Framework for Wales

Key principles in early years education and childcare (Bruce 1987): Highly skilled and knowledgeable staff with high expectations First hand play experiences (experiential learning) that enable children to become

involved in activities and experiences for a sustained period. Safe, secure and stimulating environment, both indoors and outdoors, that promote

confidence, self-esteem and independence. Partnership working with parents and carers and outside agencies and services. Build on a child’s previous experiences and what he/she “can do”. Equality of opportunity and access to provision for all children. Child centred and child initiated activities and experiences facilitated by supportive

adults. Holistic approach to planning and developing play. Early identification and support for children with additional needs. Safeguarding, data protection, confidentiality and information sharing.

Theorists: to include Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruce, T. (1987) Early Childhood Education. London: Hodder and Stoughton. Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-

28. Carter, R. (1998) Mapping the Mind. London: Weindenfeld and Nicolson. Donaldson, M. (1978) Children’s Minds. London: Fontana.

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Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood Education. Milton Keynes: Open University Press.

Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana. Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.

London: Sage. Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press. Nutbrown, C. (2011) Threads of Thinking. London: Sage. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership.

London: Paul Chapman. Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,

Belgium: Research Centre for Early Childhood and Primary Education, Katholieke Universiteit Leuven.

Reports and Research Effective Pre-School and Primary Education 3–11 Project (EPPE 3–11). Final Report

from the Primary Phase: Preschool, School and Family influences on Children’s Development during Key Stage 2 (Age 7–11) by K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford and B Taggart (Institute of Education, University of London, 2008)

The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012)

Moyles, J., Adams, S. and Musgrove, A. (2002). ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL).School of Education Research and Development Anglia Polytechnic University

Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 by HighScope (Ypsilanti: USA, 2005)

Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013 Evaluating the Foundation Phase (2015) Welsh Government Successful Futures: Independent Review of Curriculum and Assessment

Arrangements in Wales, Professor Graham Donaldson (2015). An independent stocktake of the Foundation Phase in Wales: Final report, September

2013 – March 2014 (2014) Roberts, K. (2010) “Supporting parents in helping their children learn at home - Some

tips for childcare providers”, Daycare Trust and the Family and Parenting Institute Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh

Government Social Research: 31/2013 Department for Communities and Government (2012) “Working with Troubled

Families: A guide to the evidence and good practice”, Department for Communities and Government, London, ISBN: 978-14098-3751-0

Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her Majesty’s Government” HM Government, January 2011

Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes: National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN 978 1 84775 009 9

Low income and early cognitive development in the U.K, A Report for the Sutton Trust by J Waldfogel and E Washbrook (2010)

Adverse Childhood Experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015

Adverse Childhood Experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016

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The impact of Adverse Childhood Experiences on mental well-being in Welsh adults Public Health Wales NHS Trust

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Unit 324 Global developmental delayed

Level: 3

Unit Summary: This unit develops the learner’s ability to support individuals with cognition or learning difficulties under the direction of therapists. Learners will gain knowledge of cognition and learning difficulties which are paramount in order to apply theory to practice.

Learning outcome

1. Understand current legislation, national guidelines, policies, procedures, codes of practice and good practice related to supporting individuals with global developmental delay (GDD)

Assessment criteria

1.1 Summarise the current legislation, national guidelines, policies, procedures and good practice guidelines which inform own role

1.2 Through reflective practice demonstrate ability to follow the relevant policies, procedures and codes of practice.

Learning outcome

2. Understand what is meant by global developmental delay (GDD)

Assessment criteria

2.1 Identify main areas of development the cognitive skills required for learning

2.2 Compare developmental pathways in individuals with and without global developmental delay

2.3 Explain the differences between specific developmental difficulties and global delay

2.4 Explain ways in which developmental delay in one area affects the ability to acquire skills in other areas. Including;

speech and language development

social and emotional development

fine motor

gross motor

2.5 Give an example of a physical condition that may co-exist with global developmental delay (GDD) and how these impact on daily living

Range

Learning outcome

3. Understand the support services available for individuals and their families who have a diagnosis of global development delay

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Assessment criteria

3.1 Identify the support services available both locally and nationally 3.2 Explain the importance of multidisciplinary team work in the care of a child with

global developmental delay GDD, including the involvement of the parents and family.

Learning outcome

4. Be able to assist in the preparation and planning of learning activities

Assessment criteria

4.1 Obtain information about the individual’s cognition or learning needs and the planned learning activities

4.2 Work with the therapist to identify approaches to enable and motivate the individual to develop learning strategies

4.3 Obtain and use suitable equipment and materials to support the individual’s learning needs

4.4 Adapt teaching and learning materials at the direction of the therapist to suit the individual’s learning needs

4.5 Describe modifications to learning activities which can be made to improve an individual’s progress

Learning outcome

5. Be able to implement learning activities

Assessment criteria

5.1 Support, encourage, praise and reassure the individual to help them with learning tasks and following instructions

5.2 Provide information, advice and opportunities to enable and encourage the individual to decide on own learning

5.3 Monitor the individual’s responses to learning activities and use appropriate strategies to improve achievement

5.4 Use a range of methods to help the individual understand the environment and the use of objects

5.5 Sequence and structure learning activities and the environment as directed by the therapist so the individual develops:

organisational skills

information processing skills

problem solving skills

5.6 Explain the use of educational/behaviour support plans

Learning outcome

6. Understand how to review the learning activity

Assessment criteria

6.1 The learner can:

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Feed back to the therapist on the individual’s learning achievements and any problems encountered

Help individuals to review their achievements and plan for future learning

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Unit 324 Global developmental delayed

Supporting Information

Glossary Individual: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner

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Unit 326 Diabetes in children

Level: 3

Unit Summary: This unit will enable learners to explore the importance of well-being in the context of care and support for children with diabetes. They will develop a thorough understanding of factors that affect the health and well-being of children and their treatment and management of diabetes. Learners will carry out practice management of children with diabetes implementing a person centered approach to support them to manage diabetes.

Learning outcome:

1. Understand legislation and national guidelines that support individuals with diabetes

Assessment criteria

1.1 Explain how the aspects of well-being identified in the Social Services and Well-being (Wales) Act apply to children with diabetes

1.2 Describe what is meant by ‘rights based approaches’ in practice when supporting children with diabetes

1.3 Describe the importance of a ‘person-centred’ approach when working with children with diabetes

1.4 Describe policies and processes relating to diabetes

Learning outcome:

2. Understand diabetes and its management

Assessment criteria

2.1 Describe different types of diabetes in children

2.2 State the normal blood glucose range

2.3 Describe signs and symptoms of unstable diabetes

2.4 Describe why ketonuria is detrimental to health

2.5 Describe action to take if a child with diabetes is unresponsive

2.6 Describe risk factors that may lead to development of Type 2 diabetes

2.7 Explain the importance of preventing/delaying the development of Type 2 diabetes in children at risk

2.8 Describe potential long term complications of unstable diabetes

2.9 List reviews and checks to screen for long term complications

2.10 Describe links between diabetes and other conditions

2.11 Describe the impact of other illnesses and their management on glycaemic control

2.12 Describe ways in which diabetes can be managed

2.13 Explain the effect of insulin on blood glucose levels

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2.14 Describe the effect and side effects of common oral anti-hyperglycaemic agents

Range

Types of diabetes: Type 1, type 2 Unstable – hypoglycaemia, hyperglycaemia, ketosis, ketoacidosis, ketonuria Other conditions: Retinopathy, Kidney disease (nephropathy), peripheral neuropathy, vascular and neurological problems in feet and lower legs, cardiovascular risk, cystic fibrosis, depression Ways in which diabetes can be managed: Non-pharmacological (lifestyle advice) and pharmacological (oral and injectable)

Learning outcome:

3. Understand well-being in the context of care and support for children with diabetes

Assessment criteria

3.1 Describe the challenges faced by children diagnosed with diabetes

3.2 Describe the impact of different types of transitions on children with diabetes

3.3 Explain strategies to support children cope with change and transitions

3.4 Describe the importance of actively promoting well-being

3.5 Explain ways to ensure that children have choice and control over their lives

3.6 Describe the impact of empowering children to manage their own conditions on themselves, their families/carers and health services

3.7 Describe positive risk taking approaches that may be adopted to reduce restrictive practices within diabetes care

3.8 Explain the effects of glycaemic control in relation to

lifestyle choices

eating patterns

attitudes to food

physical activity

3.9 Explain the importance of setting targets and producing plans to achieve a balance between

achieving lower HbA1c

minimising and managing the risk of hypoglycaemia/hyperglycaemia

the child’s lifestyle choices

3.10 Explain the importance of recording and reporting the care and support provided for children with diabetes

Learning outcome:

4. Understand the importance of communication with individuals and other agencies

Assessment criteria

4.1 Explain how to clearly communicate information to children, their families/carers relating to

their condition and treatment

their personal care

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their care at home

4.2 Explain the importance of supporting communication between agencies

4.3 Describe 'review and referral' procedures when communicating with other agencies about children’s treatment

4.4 Explain the roles of

Multi-disciplinary teams

Diabetic specialist nurses

Range

Communicate: Level of understanding, preferences Agencies: care workers, colleagues, managers, diabetic specialist nurse, multi-disciplinary teams and other agencies

Learning outcome:

5. Implement child-centred approaches when supporting children with diabetes

Assessment criteria

5.1 Encourage children to engage in active participation to develop their own personal plan

5.2 Support children to develop self-care skills

5.3 Encourage children to use their agreed personal plans

5.4 Provide reassurance to children with diabetes and their families/carers

5.5 Record and report concerns that might affect the ability of a child with diabetes to self-care

Range

Self-care skills: Take their own glucose measurements, follow a well-balanced diet

Learning outcome:

6. Understand factors that impact on the health and well-being of children with diabetes

Assessment criteria

6.1 Describe the nutritional needs and importance of a balanced diet for children with diabetes

6.2 Describe the challenges of maintaining a balanced diet for children with diabetes

6.3 Explain the effect of different carbohydrates and refined sugars on blood glucose level

6.4 Describe the factors that can affect nutrition and hydration

6.5 Explain the importance of maintaining good personal hygiene procedures

6.6 Explain how diabetes can affect foot health

Range

Factors - Culture and religion, individual preferences and habits, physical factors –

positioning, oral hygiene, psychological factors – depression, eating disorders, income,

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lifestyle and social convention, exercise and physical activity, advertising and fads, family and

peer group influences, ethics, morals and political beliefs, neglect

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Unit 326 Diabetes in children

Supporting Information

Evidence requirements Observe the learner communicating/supporting a child a minimum of three times.

Evidence of documentation that is completed clearly, accurately and legibly.

Glossary Person centred is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences HbA1C Glucose sticks to the haemoglobin to make a 'glycosylated haemoglobin' molecule,

called haemoglobin A1C or HbA1C. The more glucose in the blood, the more haemoglobin

A1C or HbA1C will be present in the blood. The HbA1C test is currently one of the best ways

to check diabetes is under control but HbA1C is not the same as the glucose level.

Transitions - moving between settings and treatments, developing diabetes and living with

the risk of other associated conditions, moving between different (e.g. child to adult) services

Related publications

Diabetes Delivery Plan for Wales 2016-2020 The best standard of care for everyone with diabetes December 2016

The Code of Professional Practice for Social Care and associated resources

Positive Approaches: Reducing Restrictive Practices in Social Care

Human Rights Act 1998

More than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care

“Think Glucose”

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Unit 330a Palliative care (infants and children)

Level: 3

Unit Summary This unit provides the learner with the knowledge and skills required to support individuals at end of life. It includes the principles of rights based approaches, person centred approaches and the importance of building relationships with individuals, their key supporters/carers and other agencies and services. The learner will understand the range of specialist services available to provide support and the referral processes required.

Learning outcome:

1. Understand policies and processes that underpin the provision of end of life care for infants and children

Assessment criteria

1.1 Define key terms relating to end of life and palliative care

1.2 Describe the impact of national guidance on current approaches to end of life and palliative care

1.3 Explain how the ‘All Wales Standards for Palliative Care’ underpin end of life care

1.4 Describe what is meant by ‘rights based approaches’ when providing palliative care /caring for individuals approaching end of life

1.5 Identify the ways that power and influence may be used and/or abused when providing palliative care/supporting individuals approaching end of life

1.6 Describe conflicts and legal or ethical issues that may arise in relation to death, dying, palliative or end of life care

1.7 Describe the roles of next of kin in relation to end of life care

1.8 Explain the purpose of advanced care planning

Range

Key terms - ‘palliative care’, ‘end of life care’ ‘terminal care’ and ‘last days of life care’

Learning outcome:

2. Understand a person-centred approach relating to palliative/end of life care

Assessment criteria

2.1 Explain the meaning of informed consent and advance planning

2.2 Describe ways to involve children, their families/carers in decisions about their care

2.3 Explain the role of key people and support services who may be involved in palliative/end of life care

2.4 Describe the benefit of caring networks and local schemes

2.5 State the importance of always acting in the person’s best interest

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2.6 Explain the concept a holistic approach in palliative/end of life care

Range

Key people may include family members, friends, others who are important to the well-being

of the individual, multi-disciplinary teams

Support services: Statutory bodies, voluntary bodies, health and social care

Learning outcome:

3. Understand the importance of effective communication and developing positive relationships during palliative/end of life care

Assessment criteria

3.1 Explain how important relationships are to an individual who is near end of life

3.2 Explain how different customs and preferences may influence end of life care

3.3 Describe the challenges that may occur in developing positive relationships with individuals/their personal support network

3.4 Explain the importance and impact of first language on communication with individuals/parents/carers

3.5 Explain the impacts of sensory impairment on palliative/end of life care

3.6 Explain the importance of checking that communication has been understood

3.7 Describe considerations in relation to young carers involved in palliative/end of life care

Range

Customs and preferences: beliefs, religion, culture of individuals and key people

Understood – by the individual at end of life, their carers/family and those involved in their care and support

Learning outcome:

4. Develop positive relationships and effective communication with individuals, teams and other agencies

Assessment criteria

4.1 Provide relevant age appropriate information to the individual/parents/carers and key

people about their illness and the support available. Take into consideration their stage

of development and ability to communicate.

4.2 Describe the benefits to an individual of having some control over their end of life care

4.3 Actively listen to individuals or their parent/carers and key people in relation to end of

life care

4.4 Communicate an individual’s or their parent/carers care requirements to others

4.5 Provide support to carers

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Range

Information: prognosis, treatment, support available

Key people may include family members, friends, others who are important to the well-being

of the individual

Others: care workers, different agencies

Support to carers – referral to support services, third sector services, bereavement support, emotional and practical support

Learning outcome:

5. Understand the meaning of well-being in the context of end of life care

Assessment criteria

5.1 Explain the challenges that individuals could have at the end of their lives in dealing with change and transitions

5.2 Describe how to support individuals, where appropriate, and their parents/carers to manage change and transitions

5.3 Describe coping strategies that may be adopted by individuals when facing death and dying

5.4 Outline models of loss and grief

5.5 Describe the importance of supporting the well-being of individuals and their parents/carers

5.6 Describe ways in which an individual’s well-being may be enhanced

5.7 Describe ethical considerations in relation to nutrition and hydration

5.8 Describe possible conflicts that might arise during end of life care and what action to take

5.9 Explain the importance of working in partnership with key people to support the individual’s well-being

Range

Transitions could include individuals moving into or out of the service provision,

transferring between establishments, physical changes caused by their deteriorating

condition, anticipating death

Models – Kübler-Ross grief cycle, Worden’s theory, Stroebe & Schute

Well-being - Aspects that are social, emotional, cultural, spiritual, intellectual,

economic, physical and psychological

Ways to enhance well-being could include environmental factors, non-medical interventions, use of equipment and aids, alternative/complementary therapies

Learning outcome:

6. Provide care and ongoing support for individuals through the process of dying

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Assessment criteria

6.1 Identify and report psychological effects on the individual when approaching the last days of life

6.2 Record and report the deteriorating condition of an individual

6.3 Support individuals physical needs in the last days

6.4 Contribute to addressing any distress experienced by the individual promptly and in agreed ways

6.5 Report individuals changing needs or responses to facilitate the adaptation of their support

6.6 Carry out actions immediately following a death that respect the wishes of the individual or their parents/carers and follow agreed ways of working

6.7 Support key people immediately following an individual’s death

6.8 Manage own feelings in relation to the dying or death of individuals

Range Physical needs – oral care, continence care, constipation, personal care, mobility Own feelings - accessing available support systems, developing coping strategies Death – Expected or sudden

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Unit 330a Palliative care (infants and children) Supporting Information

Evidence requirements Evidence of documentation that is completed clearly, accurately and legibly.

Glossary

End of Life

The last 12 months that a person is expected to live

Assessment

Information about a person’s needs and how an illness is affecting their ability to live their

normal lives

Best Interest Decision

This occurs if someone does not have the mental capacity to make a legal, healthcare, welfare

or financial decision for himself/herself. This is one of the principles of the Mental Capacity

Act. The decision can only be made after an assessment has deemed the individual does not

have capacity. Strict principles and codes of practice should be followed to carry out the

assessment as set out in the Mental Capacity Act

Core Elements of Palliative Care

Timely and open communication and information; Choices/Options in all aspects of care,

including complementary therapies; Death in the place of choice; Co-ordination of services at

home, where this is the chosen place of care; Expert symptom management; Access to 24-

hour specialist advice and expertise; Emotional and practical support for all family members;

Respite care, with medical and nursing input, when required.

Informed consent

When an individual gives permission to have an assessment, treatment or procedure with full

knowledge of the risks involved, probable consequences and the alternatives

Last offices

“Last Offices is the care given to a deceased patient which is focused on fulfilling religious

and cultural beliefs as well as health and safety and legal requirements.” Mallett, J &

Dougherty, L (eds) (2000) (5th ed) Manual of Clinical Nursing Procedures Royal Marsden

Hospital, Blackwell Science

National End of Life Care Programme

Programme funded by the NHS which works across health and social care to improve end of

life care and support people to live and die well

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Transitions could include: individuals approaching end of life moving into or out of the

service provision, transferring between establishments, physical changes caused by their

deteriorating condition, anticipating death

Related legislation and guidance The Mental Capacity Act 2005 (amended 2013)

Social Services and Well Being (Wales) Act 2014

The Code of Professional Practice for Social Care Workers

NHS Wales Code of Conduct for HCSW’s 2011

CC Wales – Care at Home - Challenges, Possibilities and Implications for the Workforce in Wales Final Report May 2010

Declaration of rights for older people in Wales (2012)

The Regulation and Inspection of Social Care (Wales) Act 2016

Welsh Government (2016) Well-being statement for people who need care and support and carers who need support

Health and Safety at Work Act 1974

Lifting Operations and Lifting Equipment Regulations (1992)

Manual Handling Operations Regulations 1992 (amended 2002)

www.nice.org.uk/guidance

Welsh Language Act 1993 and Welsh Language Standards Regulations 2015

Lone Workers Policy & Guidelines 2010

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Unit 332 Epilepsy

Level: 3

Unit Summary This unit covers the fundamental information necessary for

those working in settings where they are responsible for

providing assistance to individuals who may experience

epilepsy. Including an understanding of what epilepsy is,

actions to take, how it can be managed and the impact it

can have on individuals in everyday life.

Learning outcome:

1. Know the current legislation, policies, protocols and guidelines regarding the care of individuals with Epilepsy

Assessment criteria

1.1 Explain the legislation relating to the care of individuals with Epilepsy

1.2 State legislation relating to a variety of roles within healthcare

1.3 State legal requirements within clinical practice

1.4 Describe relevant health and safety legislation and policies

1.5 Describe government and organizational policies, procedures and guidelines relating to the care of individuals with neurological conditions

1.6 Describe legislation, protocols and guidelines relating to epilepsy services

Learning outcome:

2. Understand what epilepsy is

Assessment criteria

2.1 Define epilepsy

2.2 Identify causes of epilepsy

2.3 Identify different types of epilepsy and classifications of seizures

2.4 Identify possible seizure triggers and possible seizure warnings

2.5 Describe actions to be taken in the event of seizures

2.6 State how to access resources and services when emergency care is needed and define status epilepticus

2.7 Explain the possible consequences of epilepsy, on the individual and their family, including social and psychological implications

2.8 State the main risk factors with SUDEP (Sudden Unexpected Death in Epilepsy)

2.9 Describe the appropriate first aid procedures when required to assist an individual during a seizure

Range

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Learning outcome:

3. Understand what is involved in the diagnosis and treatment of epilepsy

Assessment criteria

3.1 Describe the process followed for diagnosing epilepsy

3.2 Identify different types of currently used anti-epileptic medication (AED)

3.3 Identify benefits and risks of AEDs

3.4 Describe alternative treatments to AEDs currently recommended within health care settings

3.5 Describe benefits and risks of currently recommended alternative treatments

3.6 State psychological interventions

3.7 Be able to identify the need for referral to tertiary services and availability within locality

3.8 State the current rescue medications, their guidelines and process of administration

3.9 Propose ways to support the individual to maintain a seizure diary or equivalent

3.10 State the benefits and risks of each current rescue medication

3.11 Identify possible adverse effects of rescue medication and required actions to take.

3.12 Explain how to communicate effectively across a multi-disciplinary team whilst advocating for an individual with epilepsy

Range

Process – measures, evidence required

Interventions - preventative measures, counselling

Learning outcome:

4. Understand caring for individuals with epilepsy

Assessment criteria

4.1 Explain the importance of child/person centred care planning and risk assessment

4.2 State how to interpret and work from a child/person centred care plan regarding daily and emergency care

4.3 Describe ways to support an individual through the recovery process following a seizure

4.4 Describe ways to enable, or support, an individual with monitoring responses to interventions

4.5 Identify possible measures required to create safe environments

4.6 Identify potential risks and impacts within daily lives of individuals diagnosed with epilepsy

4.7 Describe implications of delays to clinical treatment

4.8 Explain the importance of the recording and reporting process of seizures

4.9 Describe own role limitations when providing advice, guidance, information and care to an individual with epilepsy, or their advocate

4.10 Describe levels of contribution in developing an individualised epilepsy care plan with the specialist practitioners

4.11 Describe ways to support an individual to attend appropriate appointments

Range

Impacts – on different life stages, personal preferences, lifestyles

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Unit 332 Epilepsy

Supporting Information

Evidence requirements

Glossary Enable: – to provide someone with adequate power, means, opportunity, or authority (to do

something

The individual is the person you support or care for in your work’ this could be a child or an

adult Levels of help or support and assistance refers to graduated levels of assistance, from simple

verbal reminders providing the lowest level of support to actual physical guidance providing

the highest level. Assistance should be given flexibly according to the individual’s need for

help, and should be focused on encouraging as much independence as possible

Recovery: building a meaningful and satisfying life, as defined by the person themselves,

whether or not there are ongoing or recurring symptoms or problems. Recovery represents a

movement away from pathology, illness and symptoms to health, strength and wellness Safe environments: positive risk assessments – enabling rather than limiting.

Related legislation Social Services and Well Being (Wales) Act 2014

Medicines and Healthcare Products Regulatory Agency’s (MHRA)

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Unit 333 Facilitate training/groups

Level: 3

Unit Summary The unit provides the skills for planning, preparing, delivering, monitoring and evaluating learning and development for individuals and groups.

Learning outcome:

1. Understand relevant theories/models to support the facilitation of learning and development sessions

Assessment criteria

1.1 Identify the different types of stakeholders involved in the process

1.2 Explain rationale for choice of Development session

1.3 Identify the factors that influence learning and development

1.4 Identify collective learning and development needs

Learning outcome:

2. Plan and prepare learning and development sessions

Assessment criteria

2.1 Develop and prepare a range of resources including technology for learning and development

2.2 Plan and prepare learning and development schemes of work and lesson plans according to the learning cycle

Learning outcome:

3. Facilitate learning and development with individuals and groups

Assessment criteria

3.1 Plan and prepare the environment for learning to take place

3.2 Utilise a range of learning resources, delivery methods and theoretical models for effective individual and group work

3.3 Manage a range of different learning styles ensuring inclusion of participants in group and individual work

3.4 Manage aspects of equality, diversity and where relevant bilingualism when facilitating groups and individuals.

3.5 Utilise a range of different forms of communication preventing barriers to learning and development.

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Learning outcome:

4. Evaluate learning and development sessions

Assessment criteria

4.1 Monitor and evaluate the quality of learning and development outcomes using industry recognised standards relevant to learning and development.

4.2 Use feedback from stakeholders to improve learning outcomes for those who use the service

4.3 Manage contribution to self and learner assessment to improve learning and development provision

4.4 Evaluate and improve learning and development

4.5 Manage the confidentiality and data protection legislation relevant to collection and storage of information in learning and development

4.6 Utilise the use of technology to analyse data to improve learning and development

4.7 Maintain records of delivery undertaken

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Unit 333 Facilitate training/groups

Supporting Information

Evidence requirements

Glossary

Mudiad Meithrin

Clybiau Plant Cymru Kids’ Clubs

National Day Nurseries Association Cymru

Professional Association for Childcare and Early Years

(PACEY Cymru)

Wales Pre-School Providers Association

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Related legislation List of required Qualifications to work within early years and childcare in Wales 2017

National Occupational Standards guide for Social care early years and childcare.

Legislative framework for childcare in Wales.

Welsh Government. Regulation and inspection of childcare

Welsh Government Early Years.

National Minimum Standards for regulated childcare for children up to the age of twelve.

Early Years and Childcare qualifications, Social Care Wales.

Welsh Medium childcare and early years education provision.

Regulation and minimum standards Day and Playcare.

Health and Safety legislation relevant to early years.

Childcare, Play and Early years Workforce Plan December 2017

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Unit 334 Early years curriculum

Level: 3

Unit Summary This unit covers the skills required to support and develop children aged 3-7 years. This unit reflects the Foundation phase.

Learning outcome:

1. Use the Core areas of the Early years curriculum to plan learning and development for children aged 3-7 years

Assessment criteria

1.1 Plan learning opportunities and experiences based on the stages of development for children in all curriculum areas

1.2 Develop knowledge, skills and understanding across all curriculum areas and through a variety of learning opportunities and experiences

1.3 Access guidance and support to develop practice in all curriculum areas

Learning outcome:

2. Promote pedagogical principles that underpin the curriculum for 3-7 year olds

Assessment criteria

2.1 Embed the pedagogical principles that underpins the learning framework for 3-7 year olds in Wales, into your practice

2.2 Embed the statutory areas of learning within the learning framework for 3-7 year olds in Wales, into your practice

Learning outcome:

3. Support personal and social development, well-being and cultural diversity

Assessment criteria

3.1 Use theoretical frameworks and research to support practice that develops children’s personal, social, moral and wellbeing skills

3.2 Promote and develop children’s well-being through daily routines and continuous provision set up within the setting

3.3 Access relevant support and guidance when planning learning opportunities and experiences developing children’s personal, social, moral and well-being skills

3.4 Assess children’s well-being and use the results to plan for their next steps

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Learning outcome:

4. Understand the use of planning, development and reflection on learning opportunities and experiences for 3-7 year olds

Assessment criteria

4.1 Explain the importance of using observations, assessment and a child’s own interests and experiences as the starting point for planning and implementing learning opportunities and experiences

4.2 Explain the importance of planning learning opportunities and experiences that support the holistic development of 3-7 year olds

Learning outcome:

5. Plan, develop and reflect on learning opportunities and experiences provided for 3-7 year olds

Assessment criteria

5.1 Plan appropriate learning opportunities and experiences for 3-7 year olds within a setting

5.2 Incorporate results of observations and assessments into the planning process for all children

5.3 Incorporate children’s interests and previous experiences when planning learning opportunities and experiences

5.4 Use short, medium and long term planning processes within your role 5.5 Plan learning opportunities and experiences that are child initiated, engage children and

promote high levels of involvement 5.6 Provide flexibility and sufficient time for children to explore, experiment, revisit and

repeat 5.7 Plan activities based on the stages of development of all children within your setting 5.8 Facilitate play activities and experiences for 3-7 year olds within a setting 5.9 Prepare the learning environment for the planned activities including any health and

safety considerations 5.10 Provide high quality interactions with children to develop speech, language and

communication skills

Learning outcome:

6. Know how to provide an enabling environment for 3-7 year olds

Assessment criteria

6.1 Identify definitions of key terms-continuous, enhanced and focused provision and planning for these different types of provision

6.2 Describe why room layout is important in supporting children’s play, learning and development

6.3 Identify types of areas/zones that are present in a high quality learning environment both indoors and outdoors and how these support children’s play, learning and development

6.4 Explain the importance of ensuring that resources are easily accessible for all children 6.5 Explain the importance of involving parents and using resources available within the

home environment

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Learning outcome:

7. Promote enabling environments for 3-7 year olds

Assessment criteria

7.1 Provide a high-quality learning environment that supports the learning development of 3-7 year olds

7.2 Use available information and support on developing high quality inclusive learning environments

7.3 Be able to develop learning opportunities and experiences for 3-7 year olds in a variety of settings

Learning outcome:

8. Understand observations and assessements for 3-7 year olds

Assessment criteria

8.1 Explain the purpose and structure of the current statutory assessment tool for assessing development for 3-7 year olds

8.2 Describe the schedule for using the current assessment tool for assessing 3-7 year olds 8.3 Explain the importance of using observations, assessment and a child’s own interests

and experiences as the starting point for planning and implementing learning opportunities and experiences

Learning outcome:

9. Carry out observations and assessements for 3-7 year olds

Assessment criteria

9.1 Use the current assessment tool according to your organisations policy and procedures and the available guidance

9.2 Record the results of observations and assessments according to your organisations policy and procedures and the available guidance

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Unit 334 Early years curriculum Supporting Information

Glossary

Curriculum Areas: The Foundation Phase has 7 areas of learning which are delivered through

practical activities and active learning experiences both indoors and outdoors. The areas of

learning are:

personal and social development, well-being and cultural diversity

language, literacy and communication skills

mathematical development

Welsh language development

knowledge and understanding of the world

physical development

creative development.

Key features of effective interactions:

o Tone that conveys interest and warmth

o Recasting what the child has said demonstrating the correct use of words.

o Active listening

o Expanding and repeating what the children say

o Providing information-description about what is happening

o Asking open ended questions

o Sufficient time for quality interactions-appropriate rate of speech and time

for child to respond

o Role modelling appropriate vocabulary for example mathematical language.

Pedagogical principles: Pedagogical principles underpinning the Foundation Phase as

set out in the Foundation Phase Action Plan:

The child: o exercising choice, participating, being involved, initiating and directing their

own learning over a period of time o learning from first-hand, exploratory and practical, hands-on activities o being appropriately challenged and supported by the adults and learning

environment, so that good progress is made The learning environment:

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o which provides flow between continuous, enhanced and focused activities, located indoors and outdoors, that reflect and engage children’s interests

o that allows children access to resources that enable them to use choice and develop independence in their learning

o which enables children to apply, use, consolidate and extend their skills across Areas of Learning and Experience

o that includes opportunities for children to be physically and cognitively active as well as having ‘quiet time’ for contemplation and thought

The practitioners: o who prompt the child to think about and reflect upon their learning

experiences in order to extend their learning when appropriate o who plan developmentally appropriate, engaging learning opportunities

informed by regular observation and assessment of children’s abilities o who actively engage parents/carers in the setting/school community, seeing

them as partners in their children’s learning o who look to continuously develop themselves professionally, sharing and

learning from excellent and effective practice and working with other practitioners across Wales and further afield.

Research: The findings of recent research could include;

o Evaluating the Foundation Phase (2015) Welsh Government

o Successful Futures: Independent Review of Curriculum and Assessment

Arrangements in Wales, Professor Graham Donaldson (2015).

o An independent stocktake of the Foundation Phase in Wales: Final report,

September 2013 – March 2014 (2014)

Well-being: Ferre Laevers Signals of Wellbeing

Openness and receptivity Flexibility Self-confidence and self esteem Assertiveness Vitality Relaxation and inner peace Enjoyment without restraints Being in touch with oneself

Ferre Laevers Wellbeing Scale

Levels 1-5 with 5 being the highest where a child behaves like” a fish in water”. They radiate vitality, relaxation and inner peace.

Level 1- child’s wellbeing is very low and they show none of the signals of well-being. Level 3- Most of the time the child is happy but at certain times may get anxious or

distressed.

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Theoretical frameworks that underpin best practice in developing high quality

learning environments both indoors and outdoors. This includes the work of:

o Reggio Emilia

o Froebel

o McMillian

o Montessori

o Steiner

Planning format used should indicate:

o How the results of observations, discussions and assessments have informed

the planning process and learning outcomes for the children.

o How guidance documents and pedagogical frameworks have informed the

planning process.

o How the planned activities contribute to the holistic development of the

child/group of children’s learning and development.

o How you engage the child/group of children, provide for child initiated or

adult led play, encourage high levels of involvement and provide sufficient

time for the children to explore, experiment and repeat.

Related legislation Legislation and policy links and relevant reviews to subject area e.g.

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Evaluating the Foundation Phase Final Report

An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)

EPPSE (Effective Pre-school, Primary and Secondary Education) Project 1997-2014 Summary of Findings

2002 ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL), Moyles, J., Adams, S. and Musgrove, A 2002, School of Education Research and Development Anglia Polytechnic University

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Early Years Framework in Scotland

Early Years Foundation Stage-EYFS (England)

Pre-school and early home learning effects on A-level outcomes, EPPSE Research Report, 2015, Sammons, Toth and Sylva with Melhuish, Siraj and Taggart, University of Oxford, published by DfE.

Foundation Phase Action Plan

Evidence Requirements

TBC

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Unit 335a Supporting children with healthy eating

Learning outcome:

1. Understand the principles of a healthy balanced diet for children

Assessment criteria

1.1 Explain the role of essential nutrients for health

1.2 Describe potential impacts of poor diet on health and wellbeing

1.3 Explain adaptations to a balanced diet that may be required for different groups

1.4 Identify current nutritional guidelines for a balanced diet for children

1.5 Explain how to access additional support and information relating to nutrition and hydration

1.6 Explain how dietary requirements change during infancy and childhood

Learning outcome:

2. Understand the importance of promoting balanced nutrition and hydration in health and social care and childcare settings

Assessment criteria

2.1 Describe factors that may affect nutritional intake

2.2 Describe the purpose of monitoring nutrition and hydration

2.3 Explain ways in which nutrition and hydration can be monitored

2.4 Identify nutritional and hydration requirements at defined stages of development

2.5 Identify potential challenges that may arise at each stage of development and strategies to manage them

2.6 Identify potential impacts of health issues linked to an unhealthy diet

2.7 Explain the referral process when there are concerns about the nutrition and hydration of babies or children

Range

Factors – Social, financial, physical, lack of knowledge, neglect, transport, behavioural

Monitored – centile charts, food diaries, fluid charts

Stages of development – 0-6 months, 6 months – 1 year, 1 year – 5 years, 5 years

and over

Level: 3

Unit Summary: This unit covers the principles of what make up a healthy diet and factors which may require adaptations to it. The unit also covers the role of those working in childcare settings in contributing to healthy eating for example the preparation of meal plans and promotion of healthy eating campaigns.

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Potential challenges – Fussy eating, challenging behaviour, food refusers, physical

disabilities, breastfeeding difficulties

Health issues - failure to thrive, obesity, malnutrition, dehydration, constipation

Learning outcome

3. Understand the importance of special dietary requirements in health and social care settings

Assessment criteria

3.1 Describe factors that may promote or create barriers to healthy eating in different groups

3.2 Describe special dietary requirements babies and children may have

Range

Different groups – those requiring a special diet, those from different cultures or

religions, those with health problems, those with allergies, those with disabilities,

those with learning difficulties, pregnant teenagers, vegans and vegetarians

Special dietary requirements – Diabetes, potential for anaphylaxis, PKU, cystic

fibrosis, food intolerances, allergies, physical impairments

Learning outcome

4. Understand the principles of infant feeding

Assessment criteria

4.1 Explain the benefits of breast feeding

4.2 Define the term ‘complementary feeding’

4.3 Describe current UN and national guidance on infant feeding

4.4 Describe how safe infant feeding can be promoted

Learning outcome

5. Plan and promote balanced diets in health and social care and childcare settings

Assessment criteria

5.1 Assess the dietary requirements of children using monitoring processes and local/national guidelines

5.2 Promote appropriate balanced diets and hydration to children and their parents/carers

5.3 Plan balanced diets and hydration for children to meets their individual dietary requirements

5.4 Implement actions identified by nutritional monitoring

5.5 Review the impact of dietary and hydration plan devised using monitoring processes

5.6 Evaluate personal contributions, and those of others, on the balanced diet of children, following referral processes where necessary

5.7 Record and review actions taken following nutritional monitoring

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Range

Monitoring processes – centile charts height and weight, observation of child,

parental food diary, liaison with specialist professionals

Others – parents/carers, dietitian, other agency workers

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Unit 335a Supporting children with healthy eating

Supporting Information

Evidence Requirements Observe the learner planning and promoting balanced nutritional diets on a minimum

of three occasions.

Planning formats could include weekly diet plans including both food and drinks.

Documentation/records must be completed clearly, accurately and legibly.

Glossary

Health refers to general physical health and healthy weight (i.e. steady weight gain

plotted on the UK centile charts or BMI for children over 2 years+))

Balanced diet is one containing a variety of foods to ensure adequate intake of all

nutrients that are essential for health. A healthy balanced diet is one based on a wide

variety of foods from the 5 different food groups

Fruit and vegetables

Dairy and alternatives

Potatoes, bread, rice, pasta and other starchy carbohydrates

Beans, pulses, fish, eggs, meat and other proteins

Oil and spreads

A healthy diet includes adequate low sugar drinks.

Nutritional guidelines refers to the latest national guidance for appropriate groups

Factors that may affect nutritional intake can include:

Low income and food poverty

Psychological factors e.g. parental anxiety, eating disorders

Skills and knowledge

Food provision in settings e.g. schools, nurseries, youth settings

Following a special diet

Physical factors e.g. positioning, swallowing difficulties, oral health

Health problems e.g. constipation, anaemia.

Mass media and advertising

Family and peer influences

Ethics, morals and beliefs

The eating/meal-time environment

Neglect and abuse

Culture and religion

Individual preferences and habit

Community food initiatives

Others may include:

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The individual

Family and friends

Carers

Peers

Other professionals e.g. Health Visitor, School Nurse, Dietitian, GP, Speech and Language Therapist etc.

Barriers to healthy eating may include:

Certain disabilities or sensory issues e.g. restricted food intake in Autism.

Physical problems that make swallowing or eating difficult.

Health problems that reduce appetite, affect digestion, cause pain on eating or cause the body to need more energy than usual e.g. heart problems

Effects of medication

Complementary feeding – The process of introducing non-breastmilk foods or

nutritive liquids to young children.

Related legislation Food Standards Agency

Guidance for delivery

For the purposed of this unit, children are considered as those in the age range of 0-5

years.

As detailed in the range under assessment criteria 2.4 in outcome 2. There will be

synergy and crossover with the nutrition and hydration content in the adult and

children and young people qualifications, where content has been contextualised

further to age groups.

Learning outcome 2, criteria 2.4, as part of delivery the potential links between

hydration and toileting/constipation should be highlighted and discussed.

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Unit 336 Health promotion

Level: 3

Unit Summary: This unit covers communication with individuals and

groups in relation to health promotion activities and

models designed to effect behaviour change. Learners will

work with individuals to develop Personal Improvement

Plans and support and encourage them to achieve targets.

Learning outcome:

1. Understand legislation, policies and guidelines relating to health promotion

Assessment criteria

1.1 Describe national health policies, local initiatives and current legislation in relation to health promotion

1.2 Explain the relationship between current legislation, national guidelines, policies, protocols and the following

personal responsibility

accountability

collection and provision of information

1.3 Describe key features of Public Health Wales campaigns in relation to health promotion

1.4 Describe key features of NICE guidelines in relation to health promotion

1.5 Explain where current health promotion information, advice and support can be accessed

Range

Key features – communication method/form, target audience, scale (regional/national/local)

Learning outcome:

2. Understand factors that impact on health and well-being

Assessment criteria

2.1 Describe factors that impact on health and well-being

2.2 Explain potential influences on people’s behaviour in relation to health and well-being

2.3 Explain the strengths and weaknesses of models of behaviour change

2.4 Explain the link between models of behaviour change and different approaches to health improvements

2.5 Explain how own health behaviours may influence others

2.6 Describe benefits and impacts of individuals making lifestyle changes

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Range

Factors - social class, housing, employment, culture, attitudes, values and beliefs, inequality, discrimination and abuse, non –communicable diseases, chronic ill health Influences – peer pressure, learned behaviour, lifestyle, advertising, trends, financial Models - Nuffield centre for bioethics ladder of interventions, Beattie’s model, Ottawa charter for health promotion Different approaches - health promotion, community development, prevention Benefits and impacts – to the individual, to family, to wider community/society

Learning outcome:

3. Communicate health information

Assessment criteria

3.1 Engage effectively with individuals and their support networks about health and well-being

3.2 Implement specific activities within health improvement projects

3.3 Support individuals to communicate their views and concerns about health and well-being

3.4 Provide positive health promotion messages through everyday conversations

Range

Support networks – families, communities, groups, carers

Learning outcome:

4. Work with individuals to facilitate behaviour change

Assessment criteria

4.1 Establish a working relationship with individuals

4.2 Provide access to up to date health information relevant to individuals

4.3 Support individuals to make decisions for their own health and well-being

4.4 Take the individual’s perspective into consideration

4.5 Explain the importance of developing a Personal Improvement Plan (PIP)

4.6 Support individuals to develop a personal health improvement plan

4.7 Engage relevant professionals in the PIP

4.8 Offer appropriate encouragement to achieve goals

4.9 Support the individual to monitor progress making changes to the plan if necessary

4.10 Monitor and record the progress of the individual towards their goals

4.11 Update records in line with policies and protocols

Range Working relationship - may be one to one, openness and a frank exchange of views consistent with an individual’s culture, establish a suitable working environment, provide information clarifying that the individual has understood, consider implication of changes to the plan and targets

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Individuals - format that is consistent with the individual’s level of understanding, culture, background and preferred ways of communicating Individual’s perspective - what the individual would like to see improved, how s/he thinks it could be improved, and how ready s/he is to make the changes

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Unit 336 Health promotion

Supporting Information

Evidence requirements

Observe the learner carrying out a minimum of three health promotion activities. These may include

Health promotion events

Prevention tasks

Evidence of documentation/records that are completed clearly, accurately and legibly.

Related legislation

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub

Public Health (Wales) Act 2017

Wellbeing of Future Generations (Wales) Act 2017

Mental Capacity Act

Human Rights Act

Donald Acheson Report 1998

Related guidance

Prosperity for All 2017 (Welsh Gov strategy)

NHS planning framework for Wales 2017/18

Health and Care Standards (2015)

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Unit 338 Home based childcare 1

Level: 3

Unit Summary This unit is suitable for either prospective childminders or nannies in Wales. It provides an introduction to children’s care learning, development and play and give prospective childminders and nannies sufficient knowledge to practice.

Learning outcome:

1. Know current legislation, national policies, guidance and regulatory frameworks covering homebased childcare for children.

Assessment criteria

1.1 Identify legislation, national policies, guidance and frameworks that underpin children’s care, learning, development and play with reference to homebased childcare for children.

Learning outcome:

2. Understand why rights based approaches are important to homebased children’s care, learning and development.

Assessment criteria

2.1 Explain the importance of a rights-based approach and how legislation and national policies underpin this approach.

Learning outcome:

3. Understand why it is important to promote welsh language and culture in homebased childcare settings for children.

Assessment criteria

3.1 Explain the importance of providing opportunities for children to use and experience the Welsh language, traditions and cultural celebrations

Learning outcome:

4. Understand the changes and transitions which may occur in a child’s life.

Assessment criteria

4.1 Explain how good practice can support children with change and transitions

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Learning outcome:

5. Understand the importance of promoting positive behaviours in homebased childcare settings for children.

Assessment criteria

5.1 Explain the importance of developing a policy for behaviour management.

5.2 Describe how to promote and encourage children’s positive behaviour through the use of positive approaches.

Learning outcome:

6. Understand why routines are important.

Assessment criteria

6.1 Describe the benefits of everyday routines and developmentally appropriate activities, materials and first-hand experiences to support the health, well-being and learning and development of children.

6.2 Identify the types of routines that occur in homebased childcare.

6.3 Explain the importance of working with parents and carers to ensure children’s individual needs and preferences are met.

Learning outcome:

7. Understand the importance of play in improving the health, wellbeing, learning and development outcomes for children.

Assessment criteria

7.1 Explain the importance of play and facilitating activities that support health, well-being, learning and development for children.

7.2 State the stages of child development and factors that can impact on children meeting milestones.

7.3 Describe ways in which the home learning environment (indoors, outdoors and out and about) and how the materials and resources within it can be used to support experiential play for children.

7.4 Explain the importance of child centred play that is inclusive and respects and promotes equality and diversity for children.

7.5 Explain the importance of observing, monitoring and recording a child’s development.

Learning outcome:

8. Know the importance of available support for additional learning needs.

Assessment criteria

8.1 Explain the importance of developing an additional needs policy that shows how to fulfil legal and statutory responsibilities towards children with additional needs.

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Learning outcome:

9. Understand the importance of confidentiality and data protection

Assessment criteria

9.1 State the importance of developing a confidentiality policy, how to maintain confidentiality and when to pass on confidential information.

9.2 Explain why the confidentiality policy should reflect current legislation and codes of conduct and practice underpinning confidentiality and data protection.

Learning outcome:

10. Understand the importance of developing effective partnerships with parents/carers.

Assessment criteria

10.1 Explain the importance of keeping parents informed and involved in the care of their child.

10.2 Describe ways in which feedback from parents/carers can be obtained.

10.3 Explain how a Statement of Purpose reflects the service being provided.

10.4 Explain the importance of agreeing, using and reviewing a contract with parents/carers.

Learning outcome:

11. Understand the importance of reflection on practice and Continuous Professional Development (CPD).

Assessment criteria

11.1 Explain the importance of reflecting on own practice and identifying ongoing CPD requirements and opportunities to keep practice up to date and meet regulatory requirements.

Learning outcome:

12. Know the sources of support and information for setting up and running homebased childcare

Assessment criteria

12.1 Identify where to go to access support and information for setting up and running home based childcare.

12.2 State the role of the Family Information Service and the importance of partnership working when setting up and running homebased childcare.

Learning outcome:

13. Know the current legislation, national policies, procedures and guidance relating to safeguarding.

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Assessment criteria

13.1 State the importance of developing a safeguarding policy in line with legislation, guidance, national policies and procedures that relate to the safeguarding of individuals within a homebased childcare setting.

13.2 Explain why it is important to manage allegations of abuse made against yourself or others in line with policies and procedures.

Learning outcome:

14. Understand current health and safety legislation and guidance.

Assessment criteria

14.1 Describe the key considerations when carrying out a risk assessment for a home based childcare service.

14.2 State the importance of developing health and safety policies and procedures based on legislation.

Learning outcome:

15. Know the key components of healthy and safe homebased provision.

Assessment criteria

15.1 State the key components of a healthy and safe homebased provision.

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Unit 338 Home based childcare 1

Supporting Information

Evidence requirements

TBC

Glossary Individual is ‘the person you support or care for in your work’ this could be a child or an adult Types of routines:

Personal Care Routines-depending on age of child Familiar Daily Routines Weekly Routines

Policies and procedures for the regulator could include:

Statement of Purpose Safeguarding Behaviour management Health and Safety Equal opportunities and anti-discriminatory practice Complaints Welsh Language

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Unit 339 Home based childcare 2

Level: 3

Unit Summary This unit is suitable for prospective childminders in Wales It provides an introduction to children’s care learning, development and play and give prospective childminders sufficient knowledge to practice.

Learning outcome:

1. Know how to promote welsh language and culture in homebased childcare settings for children.

Assessment criteria

1.1 Be able to work in ways that ensure opportunities, for children to use and experience the Welsh language, traditions and cultural celebrations

Learning outcome:

2. Know how to support children when changes and transitions occur in their life.

Assessment criteria

2.1 Be able to work in ways that will help children to cope with new situations

Learning outcome:

3. Understand the age/stage appropriate skills and techniques that can be used to support and encourage positive behaviours in homebased childcare settings.

Assessment criteria

3.1 Be able to write a behaviour management policy.

3.2 Be able to work in ways that ensure positive approaches to support and encourage children’s positive behaviour.

Learning outcome:

4. Developing routines that promote positive relationships, emotional development and sense of security, opportunities for learning and independence.

Assessment criteria

4.1 Be able to work with parents/carers to ensure the child’s individual needs and preferences are met.

4.2 Be able to work in ways that ensure routines are age and stage appropriate.

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Learning outcome:

5. Know how the home learning environment and the materials and resources within it can be used to support experiential play for children of all ages to ensure they meet developmental milestones.

Assessment criteria

5.1 Be able to work in ways that support children’s play, encouraging them to freely explore their environment and to use their imagination.

5.2 Be able to work in ways that tracks the progress of children and uses the information and results of observations to plan for next steps in their play and learning.

Learning outcome:

6. Know how to adapt the learning environment to support children with additional needs.

Assessment criteria

6.1 Be able to develop a policy that demonstrates how to fulfil legal and statutory responsibilities towards children with additional needs.

Learning outcome:

7. Know how to ensure that key policies and procedures are developed and implemented.

Assessment criteria

7.1 Be able to develop policies and procedures in line with the requirements of the regulatory body.

Learning outcome:

8. Know how to develop and maintain effective partnerships with parents/carers.

Assessment criteria

8.1 Be able to work in ways that keep parents/carers informed and involved in the care of the child.

8.2 Be able to work in ways that enable parents/carers to provide feedback about your service.

8.3 Be able to develop a suitable statement of purpose.

8.4 Be able to effectively use a parents contract.

Learning outcome:

9. Understand the importance of reflection on practice and Continued Professional Development (CPD).

Assessment criteria

9.1 Be able to work in ways that enables keeping up to date with current regulations and best practice.

9.2 Be able to work in ways that enables reflection on the quality of service provided and seeks users’ views.

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Learning outcome:

10. Know how to use effective business planning

Assessment criteria

10.1 Be able to develop an operational plan for your service.

Safeguarding

Learning outcome:

11. Know how to work in a way that protects all children.

Assessment criteria

11.1 Work in ways that effectively implements own safeguarding policy within a homebased childcare setting.

Learning outcome:

12. Know how to identify, respond to, record and report disclosures or allegations against self or others.

Assessment criteria

12.1 Be able to develop child protection policies and procedures that demonstrate how legal and statutory responsibilities will be fulfilled.

12.2 Be able to deal with allegations made against self or others.

Learning outcome:

13. Know the health and safety policies and procedures to ensure provision of a healthy and safe homebased provision

Assessment criteria

13.1 Be able to work in ways that ensure health and safety measures are adhered to.

13.2 Be able to develop policies and procedures as required by the regulatory body in relation to the safety and welfare of children.

13.3 Be able to develop relevant risk assessments.

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Unit 339 Home based childcare 2

Supporting Information

Evidence requirements

Glossary

Policies and procedures for the regulator could include:

Statement of Purpose

Child Protection and/or Safeguarding

Behaviour management

Health and Safety

Equal opportunities and anti-discriminatory practice

Complaints

Welsh Language

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Unit 341ba Administering nasal vaccinations for Influenza

Level: 3

Unit Summary: This unit covers the signs and symptoms of influenza, groups who should be vaccinated and the procedures involved. The unit also covers the skills and steps involved in administering nasal vaccinations safely and effectively.

Learning outcome

1. Understand standards and procedures for administering nasal spray flu vaccines

Assessment criteria

1.1 Outline legislation, policy direction, standards and practice guidance for the provision of nasal spray flu vaccines

1.2 Identify sources of information, advice, support on nasal spray flu vaccines 1.3 Describe signs, symptoms and treatment of influenza 1.4 Describe the role of the World Health Organisation (WHO) in monitoring influenza 1.5 Identify groups who should and shouldn’t be given nasal spray flu vaccines 1.6 Identify groups who should be vaccinated 1.7 Identify groups who should not be vaccinated 1.8 Describe the procedure for administering the nasal spray flu vaccines 1.9 Explain the benefits and potential side effects of the nasal spray flu vaccines

Learning outcome

2. Understand how to promote the uptake of nasal spray flu vaccines

Assessment criteria

2.1 Describe good practice recommendations for promoting the uptake of nasal spray flu vaccines

2.2 Explain ways of overcoming potential barriers to the take-up of immunisations 2.3 Describe considerations for the provision of nasal spray flu vaccines 2.4 Describe the current position in Wales on the uptake of immunisations

Range Considerations for the provision of nasal spray flu vaccines – Assessment of the

environment, Transport of vaccines (cold chain), Emergency equipment, Equipment needed

to prepare vaccine administer vaccine + its disposal.

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Learning outcome

3. Administer nasal spray vaccines safely

Assessment criteria

3.1 Check nasal spray vaccines have been stored safely prior to use

3.2 Prepare the environment for the provision of nasal spray vaccines with consideration of health and safety guidelines

3.3 Follow quality standards, legal requirements and procedures when gathering relevant information and consent from parents and carers prior to nasal spray vaccines

3.4 Follow infection control procedures when carrying out nasal spray vaccinations

3.5 Use positive communication during nasal spray vaccination procedures to ensure individuals and their families/carers are fully informed about what will happen and potential side effects

3.6 Safely dispose of vaccination and vaccination equipment following treatment

3.7 Record the vaccination given and actions taken in line with setting policy

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Unit 341ba Administering nasal vaccinations for Influenza

Supporting Information

Evidence requirements Observe the learner administering nasal spray flu vaccine on a minimum of three

occasions.

Evidence of documentation completed following nasal vac administration must be recorded clearly, accurately and legibly in line with setting policies.

Glossary

Good practice recommendations – including the seriousness of the disease

Current position in Wales – including how to access sources of data on uptake

Guidance for delivery Learners undertaking this unit would also be required/benefit from undertaking the units on

Anaphylaxis.

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Unit 343a Maternal and infant wellbeing

Level: 3

Unit Summary: This unit focusses on the importance of maternal and infant

wellbeing and how they affect and impact on each other. The

unit covers types of attachment, key terminology and the

symptoms and impacts of maternal mental ill health. Learners

will gain practical skills in supporting families to develop healthy

and secure bonds with their children.

Learning outcome:

1. Understand the importance of maternal wellbeing

Assessment criteria

1.1 Define key terms relating to maternal wellbeing

1.2 Explain the importance of early identification of concerns in the promotion of maternal wellbeing

1.3 Describe maternal mental ill-health and its symptoms

1.4 Explain potential impacts of mental ill-health and safeguarding concerns

1.5 Identify local and national guidelines relating to maternal wellbeing

Range

Key terms – dyad, perinatal, mind minded behaviours, attachment, bonding

Maternal mental ill-health - schizophrenia, depression, Obsessive Compulsive

Disorder (OCD), Bipolar Affective Disorder (BPAD)

Potential impacts -

Impact on parent – Internalisation, social isolation, financial difficulties, sleep

problems, behavioural issues, lack of insight and judgement, labile emotions,

exhaustion, inability to cope, lack of attunement, lack of reflective functioning, lack of

synchrony, preoccupation, lack of reparation

Impact on infant/baby – Physical development, brain development, toxic stress,

resilience and wellbeing, inability to make social connections, insecure attachment,

behavioural concerns, cognitive impairment, lack of containment, internal working

model, ability to emotionally regulate

Impact on the dyad – Bi-directional contingent responsiveness, loss of social

referencing, ability to demonstrate mind-mindedness behaviours, toxic trio

Learning outcome:

2. Understand the importance of infant wellbeing

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Assessment criteria

2.1 Define the term ‘Infant mental health’

2.2 Define key terms relating to infant wellbeing

2.3 Explain the importance of early identification of concerns in the promotion of infant wellbeing

2.4 Describe the social and emotional development of infants

2.5 Describe how infant wellbeing relates to the theory of neuro-development / neuro-science

2.6 Describe indicators of secure and insecure attachment

2.7 Identify the potential consequences for infants deprived of optimum emotional and social stimuli

2.8 Identify local and national guidelines relating to infant wellbeing

Range

Key terms - Resilience, emotional regulation, reciprocity, containment, internal

working model, secure base, synchrony, reparation

Social and emotional development - Infant states, mirror neurones, marked mirroring,

still face experiment

Theory of neuro-development / neuro-science - Internal working model, the role of

the amygdala and cortisol in relation to toxic stress, Adverse Childhood Experiences

(ACEs), toxic trio

Learning outcome:

3. Support the dyad as an integral unit to enhance positive interactions and

relationships

3.1 Use a non-judgemental approach and effective communication skills when interacting with family units

3.2 Adopt a professional stance when working with families to promote maternal and infant wellbeing

3.3 Provide parents with sources of information, support and advice on maternal and infant wellbeing

3.4 Signpost potential issues or concerns to relevant agencies where appropriate

3.5 Promote multiagency working to enhance support for families where there are identified concerns

3.6 Follow codes of practice when promoting and supporting maternal and infant wellbeing

Range

Sources of information - Baby massage, antenatal and parenting programs, peer

support groups, breastfeeding support, professional, voluntary and third sector

organisations

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Codes of practice

Completion of documentation, local policies and procedures, care plans, referrals

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Unit 343a Maternal and infant wellbeing

Supporting Information

Evidence requirements Observe the learner providing support to the dyad in practice on a minimum of three

occasions.

Before providing practical support learners should conduct a minimum of two observations with reflection.

Evidence of documentation/records that are completed clearly, accurately and legibly.

Glossary

Attachment – Emotional relationship between baby and parent developed in

response to care and attention given to the baby. Attachment makes a baby feel

secure and protected.

Bonding - Attachment that forms between a mother/father/parent/carer and their

baby. Bonding may occur before birth.

Containment - When an adult tries to take on board an infant’s powerful feelings and

makes them more manageable; using touch, gesture and speech.

Dyad - Two things of a similar kind involved in a socially (interactional) significant

relationship.

Emotional regulation - The ability to manage a mismatch in an interaction with

another person effectively.

Internal working model - The child internalises their experiences from the primary

caregiver which influences their future responses to others .It also influences how the

child views themselves and their place in the family and society.

Mind minded behaviours - Maternal vocalisation/ utterances directed at reflecting

infant.

Perinatal - Relating to the time, usually a number of weeks, immediately before and

after birth.

Reciprocity - Turn taking when a dyad is mutually involved in initiating, sustaining and

terminating interaction (serve and return).

Reparation - There is a constant matching, mismatching and repairing of interactions.

If a child learns from having these mismatches emotionally regulated by a caregiver

on a regular basis, they can then regulate their own emotions when they are older.

Resilience - The ability to manage emotional challenges.

Secure base - Provides a child with comfort, confidence and capacity to explore

knowing their mother (or primary caregiver) is in close proximity.

Synchrony - Temporal relationship between parent – infant interactions that involves

a match in affective states, behaviour and biological rhythms to form a single

relational unit.

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Guidance for delivery

Learning outcome 3, assessment criteria 3.1 – when considering effective

communication and a non-judgemental approaches learners should cover effective

practitioner stance which will include being non-judgemental, empathic, encouraging,

collaborative, responsive, focussed on engagement, open/honest and transparent,

unhurried and relaxed. In addition learners should consider the impact of

containment, modelling and mind mindedness

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Unit 355 Undertaking physiological measurements

Level: 3

Unit Summary: This unit will enable learners to develop the knowledge and skills required to undertake physiological measurements in a range of health, care and childcare settings. Physiological Measurement is a major area of the diagnostic service portfolio. It provides a wide range of investigations and elements in the care pathway that are essential in diagnosis, recognise changes in conditions and identify the need for appropriate therapeutic interventions.

Learning outcome:

1. Understand agreed ways of working relating to physiological measurements

Assessment criteria

1.1 Describe agreed ways of working that affect own work practice when undertaking

physiological measurements

1.2 Explain own role and responsibilities for obtaining valid consent and the importance

of doing this

1.3 Describe the standard checks that should be made on the equipment used to take

physiological measurements.

Range

Agreed ways of working: national guidelines, policies, protocols and good practice

Physiological measurements: Blood pressure, pulse, temperature, Oxygen saturation, respiration, body mass index (BMI)

Consent – informed, assumed, implied, verbal,

Equipment: sphygmomanometer, oxygen saturation machine, stethoscope, thermometer, weighing scales, height measure.

Learning outcome:

2 Understand the different physiological states that can be measured and how they are

maintained by the body

Assessment criteria

The learner can:

2.1 Explain the importance of baseline measurements

2.2 Describe the anatomy and physiology of the circulatory system

2.3 Explain what blood pressure is and its normal ranges

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2.4 Explain systolic and diastolic blood pressure

2.5 Define the terms ‘hypertension’ and ‘hypotension’

2.6 Identify the main pulse points in the body

2.7 Describe key features of a pulse and its normal ranges

2.8 Identify factors that affect pulse rates

2.9 Explain pulse oximetry and what might affect accuracy of reading

2.10 Identify normal body temperature ranges and explain how the body maintains them

2.11 Identify factors that impact on body temperature

2.12 Explain how and why respirations are measured, and the normal respiration ranges

2.13 Identify features of breathing that would be observed in addition to rate

2.14 Explain the principles of body mass index (BMI) in relation to weight/dietary control

2.15 Describe the actions to be taken if complications occur during the measurement

2.16 Explain responsibilities for action if physiological measurements fall outside normal

ranges

Range

Key features of a pulse – rate, rhythm, quality

Features of breathing – depth of breath, quality of breath, chest symmetry, noises, use of

accessory muscles

Learning outcome:

3 Undertake physiological measurements

Assessment criteria

The learner can:

3.1 Check equipment is fit for purpose when preparing to take physiological measurements

3.2 Check the documentation for which physiological measurements need to be taken and

the prescribed frequency

3.3 Explain to the individual, their family or carer what physiological measurements will be

undertaken and gain valid consent

3.4 Take in to account the individual’s, families or carers preferences when undertaking

physiological measurements

3.5 Take physiological measurements accurately

3.6 Monitor the condition of the individual when taking physiological measurements

3.7 Record physiological measurements in line with agreed ways of working

3.8 Analyse the results of physiological measurements taken in accordance with own role

requirements

3.9 Report results in line with agreed ways of working

3.10 Clean and decontaminate equipment used and dispose of waste

3.11 Restock and store equipment securely following the procedure

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Range

Preferenes - Respecting their personal and cultural preferenes, maintaining dignity and

respect

Condition - Level of conciousness and response, confusion, skin state

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Unit 355 Undertaking physiological measurements

Supporting Information

Evidence requirements Observe the learner carrying out a minimum of three physiological measurement

activities.

Evidence of documentation/records that are completed clearly, accurately and legibly.

Glossary

Standard Operating Procedure (SOP) - a set of fixed instructions or steps for carrying

out routine testing procedures

Oximetry - A pulse oximeter is a medical device that indirectly monitors the oxygen

saturation of a patient's blood

Sphygmomanometer: an instrument for measuring blood pressure, typically

consisting of an inflatable rubber cuff which is applied to the arm and connected to a

graduated scale, enabling the determination of systolic and diastolic blood pressure

by increasing and gradually releasing the pressure in the cuff

Relevant: baseline observations and physiological measurements relating to an area

e.g. blood pressure, pulse / temperature, oximetry, respiratory rate, height, weight

etc.

Guidance for delivery Criteria 2.8 - Learners must be able to identify a minimum of five factors affecting pulse

Criteria 2.11 - Learners must identify factors that cause both hypothermia and pyrexia

Application of learning from the core qualification content should be considered in the

context of this topic area. In particular in relation to:

Relevant legislation

Codes of practice and protocols

Health and Safety

Safeguarding

Person-centred practice

Consent

Hand washing techniques

Infection control procedures.

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Unit 358 Positive approaches to behaviour support

Level: 3

Unit Summary: The purpose of this unit is to develop the knowledge, understanding and skills of the learner to support children to develop positive behavior to reduce the use of restrictive practice

Learning outcome:

1. Understand the models and frameworks that support approaches to reduce the use of restrictive practices and interventions

Assessment criteria

1.1 Describe the term Positive support

1.2 Describe the core values and principles used in practice when supporting any child who challenges the service

1.3 Explain the importance of a child-centred approach

1.4 Explain how a strengths based approach relates to positive approaches to behaviour

Range

Positive Support - Positive behaviour support, Active support, Restorative approaches

Learning outcome:

2. Understand how legislation, national policies, codes of conduct and practice underpin positive approaches to reduce restrictive practices and support positive behaviour

Assessment criteria

2.1 Describe the term challenging behaviour

2.2 Explain what is meant by restrictive practices and restrictive interventions

2.3 Identify specific legislation, national policies and guidance for the use of restrictive interventions

2.4 Explain how restrictive interventions can be used

2.5 Describe the importance of using the least restrictive approach

2.6 Identify safeguards that need to be in place for the use of restrictive interventions

2.7 Explain how the key principles of the Social Services and wellbeing (Wales) Act help to underpin positive approaches to reduce restrictive practices

Range

Restrictive interventions - physical restraint, mechanical restraint, use of medication, psychological restraint, seclusion, time out or time away, environmental interventions

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Learning outcome:

3. Follow legislation, national policies, codes of conduct and practice that underpin positive approaches to reduce restrictive practices and support positive behaviour

Assessment criteria

3.1 Adhere to legislative requirements, policies and guidance for the use of restrictive interventions

3.2 Implement an ethical, values based approach in the use of restrictive practices and restrictive interventions

Learning outcome:

4. Understand how Prevention and Early Intervention can reduce the need for restrictive interventions and support positive behaviour

Assessment criteria

4.1 Describe what prevention and early intervention means in relation to using positive approaches to reduce the use of restrictive interventions

4.2 Use a range of early interventions or primary preventative strategies to support positive behaviour

Learning outcome:

5. Establish behavioural goals and boundaries with children

Assessment criteria

5.1 Support children to understand expectations about their behaviour 5.2 Set goals and boundaries with children 5.3 Work with children and others to identify behavioural goals and boundaries that

support positive behaviour

Learning outcome:

6. Support children to achieve behaviour goals and boundaries

Assessment criteria

6.1 Use stimulating activities to engage children to meet goals and boundaries 6.2 Use praise to reinforce positive behaviour 6.3 Use agreed interventions when a child is using unacceptable behaviour 6.4 Record progress of behavioural goals and boundaries in line with work setting

requirements 6.5 Access help and support when a child’s behaviour causes concern

Learning outcome:

7. Promote Multiagency collaboration and partnership working

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Assessment criteria

7.1 Embed the principles of effective partnership working in your practice 7.2 Develop, share and agree a range of plans and approaches for behaviour support in

partnership with the child and others 7.3 Share the outcomes of assessments including risk assessments

Learning outcome:

8. Support individuals and others follwing an incident of challenging behaviour

Assessment criteria

8.1 Support and debrief in all situations where restrictive interventions have been used 8.2 Implement techniques for debriefing and provide appropriate support following

incidents of challenging behaviour 8.3 Reflect on learning from incidents of challenging behaviour and implement any changes

needed for approaches of practice

Learning outcome:

9. Review positive approaches and the use of restrictive practices and interventions

Assessment criteria

9.1 Use a range of methods to review positive approaches and the use of restrictive practices and interventions

9.2 Access additional support for individuals if needed following reviews 9.3 Access additional support for workers and carers following reviews 9.4 Embed a co-productive approach to review positive approaches and the use of

restrictive practices and interventions and implement any changes needed

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Unit 358 Positive approaches to behaviour support

Supporting Information

Glossary

Challenging behaviour may include behaviour that are:

Repetitive / obsessive

Withdrawn

Aggressive

Self-injurious

Disruptive

Anti-social or illegal

Verbally abusive

Different positive approaches frameworks / models to behaviour support to

include: a) Active Support

What is meant by ‘active support’

How the Active Support model translates values into person centred practice

The different components of Active Support including:

Daily plans and active participation

Levels of help or support and assistance

Positive interaction

Positive reinforcement

Skills teaching

Task analysis

Valued range of meaningful activities

b) Restorative Practice

What is meant by ‘restorative practice’

Restoration – the primary aim of restorative practice is to address and repair harm

Voluntarism – participation in restorative processes is voluntary and based on informed choice

Neutrality – restorative processes are fair and unbiased towards participants

Safety – processes and practice aim to ensure the safety of all participants and create a safe space for the expression of feelings and views about how harm has been caused

Accessibility – restorative processes are non-discriminatory and available to all those affected by conflict and harm

Respect – restorative processes are respectful of the dignity of all participants and those affected by the harm caused

c) Positive Behavioural Support What is meant by ‘positive behavioural support’

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The components of the positive behavioural support model to include:

Value based approaches

Theory and evidence base

Functional analysis

Primary prevention

Secondary prevention

Reactive strategies

Why a values led approach is important for positive behavioural support

Why punishment has no place in PBS

Why it is important to understand what someone is feeling and why they are behaving as they are (functions of their behaviour)

The difference between form (the behaviour) and function (the reason for that behaviour)

The 4 common functions of challenging behaviour: social attention; avoidance/escape; access to tangibles; sensory stimulation

The components of a behaviour support plan

The importance of debriefing following an incident of challenging behaviour

The components of debriefing sessions following incidents of challenging behaviour

How individuals should be supported following an incident to include:

Returning to a calm state

Reflection on how they were feeling prior to and directly before the incident; the behaviour itself, the consequences of the behaviour and how they felt afterwards

What would have helped them to achieve a more positive outcome

How workers, carers and others involved should be supported following an incident

to include:

Emotional support

First aid if needed

Time away

Quiet time

Personal reflection

Opportunities to express how they are feeling

Additional training

Key principles of the Social Services and Well-being (Wales) Act to include:

Voice and control

Early intervention and prevention

Promoting well-being

Co-production

Multi-agency partnership working and collaboration

Principles of effective partnership working to include:

Trust between all involved in a person’s care and support

Consistency of support

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A clear understanding of one’s own and each other’s roles and responsibilities

A clear understanding of people’s rights and entitlements and that these must

Confidentiality and information sharing

Effective and appropriate communication

Range of early interventions or primary preventative strategies to include:

- Changing or avoiding triggers that lead to behaviours that challenge

- Changing the environment in which an individual lives or spends time to

meet their needs

- Participation in stimulating activities to help individuals

achieve outcomes that are important to them

- Changing reinforcements that maintain behaviours that challenge

- Providing support at the right level to assist individuals to increase their

independence and ability to cope

- Offering reassurance and support to reduce feelings of anxiety or distress

- Building resilience, particularly for children and young people

Restrictive interventions are part of a continuum of restrictive practices and, unless part of an agreed behaviour plan, should only ever be used as an immediate and deliberate response to behaviours that challenge or to manage a situation where there is a real possibility of harm if no action is taken. Restrictive interventions must never be used to punish, to inflict pain, suffering, humiliating or to achieve compliance.

Restrictive practices are a wide range of activities that stop individuals from doing things that they want to do or encourages them to do things that they don’t want to do

When and how restrictive interventions can be used: If restrictive interventions are used in an emergency or where an individual is intending to seriously harm themselves or others, they should always:

Be used for no longer than necessary

Be proportionate to the risk and the least restrictive option

Be legally and ethically justifiable

Be well thought through and considered when all other options have been tried or are impractical

Be made in a manner transparent to all with clear lines of accountability in place

Be openly acknowledged and never hidden

Be determined by local policy and procedures

Be recorded accurately and appropriately

Be monitored, planned and reviewed to find a more positive alternative for the longer term

Include debriefing and support to all involved

Restrictive interventions, other than those used in an emergency, should always be planned in advance, and agreed by a multidisciplinary team and, wherever possible, the individual and included in their behaviour and support plan

Qualifications that support the use of PBS

125

BTEC Level 3 Advanced Certificate in Positive Behaviour Support

BTEC Level 4 Professional Certificate in Positive Behaviour Support

BTEC Level 5 Professional Diploma in Positive Behaviour Support

126

Unit 366 Promoting and supporting speech, language and communication skills in the early years

Level: 3

Unit Summary: This unit covers the skills required to identify, assess and support children with speech, language and communication skills and needs. Learners working practice will involve identifying and assessing children whose communication and language skills are not developing as expected. They will carry out assessments and make referrals where necessary. Learners will carry out planning and developing activities designed to support the needs of children and promote speech, language and communication development.

Learning outcome:

1. Understand how speech, language and communication skills are developed

Assessment criteria

1.1 Describe the principles that underpin speech, language and communication development and support

1.2 Explain how research evidence has influenced policy and practice in promoting speech, language and communication skills

1.3 Explain what is meant by the following:

Language

Speech

Communication

1.4 Explain the link between speech, language and communication with other areas of a child’s development

1.5 Describe the impact of adults language and style of communication on other areas of a child’s development

1.6 Describe the role of adults, including the ways in which families/carers can support a child’s speech, language and communication development

1.7 Explain what is meant by normal differences in typical speech language and communication development and how some children do not follow these

1.8 Describe typical patterns/stages of speech, language and communication

1.9 Describe the patterns/stages of speech, language and communication for children who have English as an additional language

1.10 Identify support/information available to practitioners supporting children with English as an additional language

1.11 Explain national and local speech, language and communication support/interventions

1.12 Define the terms

simultaneous bilingualism

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sequential bilingualism

Range

Other areas: Personal and social development, physical development, cognitive development,

behaviour development

Support/interventions: Formal and informal interventions

Learning outcome:

2. Be able to adopt positive working practices to support children develop speech, language and communication skills

Assessment criteria

2.1 Promote children’s verbal and non-verbal communication skills through a range of interactions

2.2 Use appropriate language and styles of communication to promote children’s holistic development

2.3 Carry out observations and assessments to determine differences in typical speech, language and communication development that are considered “normal”

2.4 Explain the activities that would be used for different age ranges to promote speech, language and communication development

2.5 Plan and deliver a range of activities that promote speech, language and communication development

2.6 Use own observations of children involved in activities to support the future planning process

2.7 Plan and deliver follow up activities to further develop children’s speech, language and communication

2.8 Plan follow up activities for families/carers to undertake at home

2.9 Support families/carers in developing their child’s speech, language and communication skills

2.10 Identify children, with English as an additional language, who have SLCN in their first language

2.11 Support children who have English as an additional language showing awareness of the impact of SLCN in a child’s first language on their ability to develop speech, language and communication skills

2.12 Provide opportunities for children for whom English is not their first language to hear and experience their home language in the learning environment

2.13 Improve the provision within own work setting for bilingual children

Range

Age ranges: Children under 2 years; 2-3 year olds; 3-4 year olds; 5-7 year olds.

Learning outcome:

3. Understand identification and assessment of speech, language and communication needs

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Assessment criteria

3.1 Describe the range of speech, language and communication needs (SLCN)

3.2 Explain the meaning of “primary SLCN” and “SLCN associated with other disabilities or needs”

3.3 Explain the meaning of short term SLCN and persistent SLCN

3.4 Describe the factors and signs that increase the risk of a child experiencing persistent SLCN

3.5 Describe tools and approaches used to identify and assess children with SLCN

3.6 Explain the importance of an organisation/setting’s policies and procedures on seeking advice and making referrals

3.7 Describe the importance of record keeping and sharing relevant information

3.8 Explain the impact of SLCN on a child’s cognitive, social, emotional development and behaviour

3.9 Explain the importance of monitoring the progress of children with SLCN

Learning outcome:

4. Be able to identify and assess children with speech, language and communication needs

Assessment criteria

4.1 Identify signs of delayed and disordered speech, language and communication development

4.2 Identify when a child’s language and communication skills are not developing as expected

4.3 Assess the impact of factors such as a child’s environment on their speech, language and communication development

4.4 Follow own organisation/setting’s policies and procedures on assessment and referral practices

Learning outcome:

5. Understand how positive practice supports children with speech, language and communication development/needs

Assessment criteria

5.1 Explain the importance of the role of adults in developing speech, language and communication skills

5.2 Describe the quality features of a positive communication environment

5.3 Explain the importance of a strength based approach to working with children with SLCN

in an organisation/setting

on a 1 to 1 basis within families own home

5.4 Describe different strategies available to support children with SLCN

5.5 Explain the importance of using appropriate language when working with children

5.6 Describe the factors that facilitate working with other professionals and multi agencies

5.7 Identify sources of information and opportunities available for children with SLCN

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5.8 Explain the link between continuing professional development and the impact on own practice

5.9 Explain the importance of reflecting on own practice

Learning outcome:

6. Be able to adopt positive working practices to support children with speech, language and communication development/needs

Assessment criteria

6.1 Embed a strength based approach into own practice

6.2 Promote a high quality positive communication environment to support the holistic development of children

6.3 Adopt different strategies/approaches in promoting speech, language and communication e.g. books, rhymes and songs

6.4 Ensure appropriate records and relevant information is shared with parents and other professionals

6.5 Access local specialist resources and support when working with children with SLCN

6.6 Develop good working relationships with other professionals

6.7 Reflect on own practice in order to implement changes

Learning outcome:

7. Understand the importance of literacy in early years

Assessment criteria

7.1 Define the meaning of literacy

7.2 Explain the importance of providing opportunities in the early years for children to develop skills to read and write

7.3 Explain what is meant by structured and adult led and the impact this can have on developing literacy skills

7.4 Explain the importance of ensuring that children are aware of print within their environment

7.5 Explain the importance of providing opportunities for mark making and supporting children with their emergent writing

Learning outcome:

8. Be able to support literacy in early years

Assessment criteria

8.1 Plan and deliver appropriate activities to build literacy skills

8.2 Plan and deliver sessions for families/carers to support their child develop literacy skills

8.3 Assess and improve provision to ensure that it provides informal, child initiated, spontaneous opportunities for conversation and play between children, their peers and staff

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Unit 366 Promoting and supporting speech, language and communication skills in the early years

Supporting Information

Evidence requirements

Observation of learners planning and delivering a range of activities that promote speech, language and communication development with one child from each of the following age groups

A baby aged 0-1 years

2-3 years

3-4 years

5-8 years

Observation of learners planning and delivering one activity session on early years literacy skills.

Observation of learners planning and delivering one session on literacy skills for families/carers.

Glossary Principles that underpin speech, language and communication development and support

include:

Speech, language and communication information and advice should be embedded

within key early years initiatives in Wales

The important role of parents in developing their child’s speech, language and

communication

The importance of children developing speech, language and communication skills is

understood by parents and practitioners

Consistent use of terminology by parents and practitioners

Benefits of bilingualism from birth

Following good practice guidance in interacting with babies and young children in

more than one language

Good practice in supporting children’s home language and consideration of a child’s

abilities in their home and additional language(s).

Language development is promoted and supported according to best practice from

research

Children’s development is monitored and regularly assessed to ensure the early

identification and support for children with identified delay

Provision is regularly monitored and evaluated.

Policies, procedures and guidelines on safeguarding should be followed at all times

Guidelines on data protection and confidentiality are followed at all times

Research evidence

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Axford, N., Sonthalia, S., Wrigley, Z., Goodwin, A., Ohlson, C., Bjornstad, G., Barlow,

J., Schrader-McMillan, A., Coad, J., Toft, A., (2015) The Best Start at Home: What

works to improve the quality of parentchild interactions from conception to age 5

years? A rapid review of the interventions. Early Intervention Foundation

Bercow (2008) A review of services for Children and Young People with Speech,

Language and Communication needs.

Hamer, C (2011) National Literacy Trust, Talk to your Baby: Guidance for developing a

strategic approach to speech, language and communication in the early years.

Welsh Government (2014a) ‘A review of practice in the implementation of the early

language development support element within Flying Start’ Social Research Number:

62/2014

Welsh Government (2014b) ‘A review of the research evidence on the effectiveness

of different approaches to promoting early speech and language development’ Social

Research Number 61/2014

Speech

Articulation- pronouncing sounds

Phonology- speech sounds, patterns, sequences and sound combinations

Language

Receptive Language: what children understand from what they hear

Expressive Language: how a child expresses themselves- putting words together,

forming sentences and expressing increasingly complex ideas

Syntax/Grammar-way words are combined to make phrases and sentences

Morphology-word structure, including changes to words by for example adding an “s”

to make plurals

Pragmatics-use the correct word in the correct situation, listening and responding to

what has been said

Communication (sending and receiving messages) can be verbal or non-verbal What do conversations involve?

At least two people

Turn taking

Facial expressions

Body language

Synchronising -mirroring or imitating each other’s gestures and sounds

Pauses

Rhythm, tone and melody

Intonation

Responses- verbal -sounds or words and non-verbal

Ways in which families/carers can support their child’s speech, language and communication

development:

Talk and sing to their baby/babies in the womb. Attachment and bonding-talking/ singing to baby right from the start

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Songs and rhymes Quantity and quality of talk Turning off the TV Sharing books and stories including visiting the local library Playing with their child including going to Parent and Toddler Groups

Factors

The impact of poverty on the provision of a quality home learning environment

The amount and quality of talk within the home

Whether it is an additional language

Hearing impairments

Physical impairments

Medical conditions

Importance of adults in developing speech, language and communication skills

Communicate in an appropriate way with children which is appropriate to their stage

of development using words and phrases they will understand

Demonstrate active listening and respond to what children have said

Role model by providing descriptions about what is going on

Expand and repeat what children say

Recast what children say

Ask open ended questions

Understand child development so can scaffold learning

Ensure children have the time and play opportunities to practice speech, language and

communication skills

Provide play opportunities for children to talk with each other.

Practitioners can support parents and carers to provide a language rich home

environment

Quality features of a positive communication environment

Policy in developing children’s speech, language and communication skills including

aims, references to research and guidance documentation

Planning formats for a positive communication environment

Staff roles and responsibilities and opportunities for professional development

Approaches to teaching and learning-child centred/ high quality adult child interaction

Equality of opportunity- ensuring all children can access the provision and the

environment is adapted as appropriate

Resources

How you are going to assess children’s skills and feed this back into the planning

process

Working with parents and carers

Monitored and reviewed on a regular basis

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Related legislation

Bercow (2008) A review of services for Children and Young People with Speech, Language and Communication needs.

Close, R (2004) National Literacy Trust: Television and Language Development in the Early Years, A review of the literature

Gridley, N, Hutchings, J and H. Baker-Henningham (2014) The Incredible Years Parent- Toddler Programme and parental language: a randomised controlled study. Child: care, health and development

Hamer, C (2011) National Literacy Trust, Talk to your Baby: Guidance for developing a strategic approach to speech, language and communication in the early years.

Talk to your baby (2010) National Literacy Trust Face to Face research

Welsh Government (2014a) ‘A review of practice in the implementation of the early language development support element within Flying Start’ Social Research Number: 62/2014

Welsh Government (2014b) ‘A review of the research evidence on the effectiveness of different approaches to promoting early speech and language development’ Social Research Number 61/2014

Healthy Child Wales Programme

The Communication Trust

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Unit 368 Undertaking stoma care

Level: 3

Unit Summary: This unit covers undertaking the care of a bowel/bladder stoma. This may be for individuals with new stomas or for individuals with established stomas who are unable to or need support to manage their own stoma care. Where the stoma is newly formed in the immediate post-operative period, these activities must be undertaken using aseptic techniques and following local guidelines and procedures.

Learning outcome:

1. Understand stoma care

Assessment criteria

1.1 Describe anatomy in relation to the position and function of different types of stoma

1.2 Identify sites for stomas

1.3 Describe the differences in stool consistency for different types of stoma

1.4 Describe personal responsibilities and accountability in relation to stoma care

1.5 Explain the importance of applying standard precautions for undertaking stoma care

1.6 Describe the potential consequences of poor practice when providing stoma care

1.7 Explain reasons why a stoma may be fashioned

1.8 Describe the effects of diet and mobility on stoma function

Learning outcome

2. Understand how to maintain an individual’s dignity when providing stoma care

Assessment criteria

2.1 Describe potential concerns and worries individuals or client groups may have in relation to undertaking stoma care and how to overcome them

2.2 Explain the importance of exercising sensitivity to individuals perception of the situation and impact on their lives

2.3 Identify factors which may affect the level of stoma care assistance required

Learning outcome

3. Understand factors impacting on stoma care provision

Assessment criteria

3.1 Describe potential adverse reactions which may occur during and following stoma care activities and how they should be dealt with

3.2 State the role of stoma care specialist practitioners and how they can be contacted

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3.3 Explain potential consequences of contamination of stoma drainage systems

3.4 Identify equipment and materials required for undertaking stoma care

3.5 Identify types of stoma appliances available and their suitability for different types of stoma

3.6 Identify personal protective clothing and additional protective equipment which should be worn for own protection and that of the individual

3.7 Describe records required for clinical stoma care activities to be undertaken

Learning outcome

4. Provide stoma care to individuals

Assessment criteria

4.1 Follow health and safety measures including precautions for infection prevention and control when providing stoma care

4.2 Confirm valid consent and individual’s identity before carrying out stoma care activities

4.3 Provide individuals and their families/carers with relevant information, support and reassurance in a manner which is sensitive to their needs and concerns

4.4 Confirm all equipment and materials for stoma care are fit for purpose

4.5 Carry out stoma care following appropriate techniques, in line with manufacturer’s instructions

4.6 Work in a manner which optimises the patient’s comfort and dignity and minimises pain and trauma

4.7 Report conditions or behaviour which may cause adverse reactions to the activity and take the appropriate action

4.8 Dispose of equipment and soiled linen safely, hygienically and in ways which minimise the risk of cross-infection

4.9 Record outcomes of stoma care activity accurately using methods agreed in the care setting

4.10 Report findings and/or issues to an appropriate member of the care team

4.11 Describe the basic clinical advice to provide to reduce the risk of post-operative hernias

Learning outcome

5. Use person-centred care practices to support individuals in caring for their stomas

Assessment criteria

5.1 Encourage individuals to communicate any concerns about their stoma and its function

5.2 Monitor and report on individuals’ patterns of stoma function, consistency of body waste and changes that may have occurred

5.3 Encourage individuals to consume appropriate food and drink to maintain effective stoma function

5.4 Provide active support to individuals to manage their own stomas in a manner that promotes self-respect and self-esteem, maximises privacy and is consistent with care plans

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5.5 Provide stoma care equipment at a time and place convenient to individuals’ needs and circumstances

5.6 Take appropriate action when stoma care equipment appears to be inappropriate or unsuitable

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Unit 368 Undertaking stoma care

Supporting Information

Evidence Requirements Learners should be able to evidence care for individuals that covers at least three different

types of stoma.

Glossary

Active support

Active Support is a way for people to engage in meaningful everyday activities of

their choice, with the amount of support they need.

Range

Legislation and policy

Current European and National legislation, national guidelines, organisational

policies and protocols in accordance with Clinical/Corporate Governance

Factors

Age, medical condition, personal beliefs and preferences

Types of stoma

Colostomy, ileostomy, ileal conduit, nephrostomy, urostomy

Related legislation

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub

More Than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care

Doing Well, Doing Better: Standards for Health Services in Wales ( April 2010)

National cancer survivorship initiative – Macmillan Cancer Support 2007

Guidance for delivery Application of learning from the core content of this qualification should be considered in the

context of this topic area; in particular this should develop areas related to person-centred

care.

Learners who complete this unit would benefit from having undertaken the Level 2

Continence unit prior to or alongside this unit.

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Unit 372 Supporting glucose monitoring

Level: 3

Unit Summary: This unit covers the skills and knowledge required to enable learners

to undertake glucose monitoring. Learners will cover practical skills

required to monitor blood glucose levels to maintain control over

diabetes in others.

Learning outcome:

1. Understand legislation and policies relevant to supporting glucose monitoring

Assessment criteria

1.1 Describe current national and local guidelines which influence supporting blood glucose monitoring

1.2 Describe organisational processes relating to supporting blood glucose monitoring

1.3 Explain why it is important to take responsibility and accountability in relation to scope of practice

1.4 State the potential consequences of not adhering to procedures

1.5 Explain why valid consent must be obtained and confirmed prior to actions being taken

Learning outcome:

2. Understand the procedures for obtaining blood samples and safe waste disposal

Assessment criteria

2.1 State the importance of cleaning access sites when obtaining blood samples

2.2 Explain the importance of collecting blood samples of the right quality

2.3 Describe factors which could affect the quality of the blood sample

2.4 Identify concerns which individuals may have in relation to blood sampling

2.5 Describe ways to prepare individuals for sampling blood

2.6 Identify potential causes of discomfort to individuals during and after obtaining blood samples

2.7 Describe ways in which discomfort can be minimised

2.8 Identify actions to take if there are problems in obtaining blood

2.9 State reporting mechanisms for problems relating to blood sampling

2.10 Describe safe disposal methods for hazardous and non-hazardous waste

2.11 Explain the importance of following instructions for the safe disposal of materials

2.12 Identify the importance of maintaining sufficient supplies of materials and equipment

2.13 Describe safe storage methods for materials and equipment

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Learning outcome:

3. Manage glucose monitoring

Assessment criteria

3.1 Ensure that individuals and key people have accurate and accessible information about the procedure

3.2 Check that information is clearly understood by individuals and key people

3.3 Identify a suitable place for carrying out blood glucose monitoring

3.4 Prepare the equipment and environment before carrying out glucose monitoring

3.5 Follow safe and hygienic procedures prior to, during and after glucose monitoring

3.6 Ensure that correct procedures are followed

compare measurements correctly

record measurements accurately

dispose of hazardous and non-hazardous waste materials safely and hygienically

return materials and equipment to safe storage after the procedure

3.7 Take action promptly where observed changes occur in the individual

3.8 Complete records and reports on glucose monitoring within confidentiality agreements and according to legal and work setting requirements

Range

Key people - family, friends, carers and others with whom the individual has a supportive relationship Suitable place - privacy, safety, taking account of hygiene requirements

Learning outcome:

4. Understand monitoring and reporting procedures

Assessment criteria

4.1 Explain why it is important to keep full and accurate glucose monitoring records

4.2 Describe the importance of investigating changes in an individual’s condition and measurements

4.3 Identify possible reasons for such changes and actions to be taken

4.4 Describe procedures to follow for key changes in the health and medical condition of an individual

4.5 Describe the importance of recording and acting on results of glucose monitoring

4.6 Identify possible problems with recording results of glucose monitoring

Range

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Problems

Sample: may be contaminated by food/drink, alcohol wipe, interstitial fluid, patient dehydrated, in peripheral shutdown

Test: incorrect sample volume, incorrect filling reagents/strips (contaminated or

stored at incorrect temperature or humidity), device faulty

Recording results: Legibility of handwritten results, recorded in the incorrect place,

dates not recorded

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Unit 372 Supporting glucose monitoring

Supporting Information

Evidence requirements

Observe the learner assisting an individual to monitor their blood glucose levels on a minimum of three occasions. This can be on different individuals or on the same individual on a number of occasions.

Evidence of documentation that is completed clearly, accurately and legibly

Glossary

Active participation - a way of working that regards individual as active partners in their own

care or support rather than passive recipients. Active participation recognises each

individual’s right to participate in the activities and relationships of everyday life as

independently as possible

Key people those who are important to an individual and who can make a difference to his or her well-being. Key people may include family, friends, carers and others with whom the individual has a supportive relationship

Related legislation

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub

Health and Care Standards Welsh Government April 2015

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Unit 372a Supporting others to undertake glucose monitoring

Level: 3

Unit Summary: This unit covers the skills and knowledge required to enable

learners to support individuals to undertake their own glucose

monitoring. Learners will cover practical skills individuals with

diabetes follow to regularly self-monitor their blood glucose

levels to maintain control over their condition. This unit cover

the practical skills needed in order to provide support to these

individuals.

Learning outcome:

1. Understand legislation and policies relevant to supporting glucose monitoring

Assessment criteria

1.1 Describe current national and local guidelines which influence supporting glucose monitoring

1.2 Describe organisational processes relating to supporting glucose monitoring

1.3 Explain why it is important to take responsibility and accountability in relation to scope of practice

1.4 State the potential consequences of not adhering to procedures

1.5 Explain why valid consent must be obtained and confirmed prior to actions being taken

Learning outcome:

2. Promote independence and safety when supporting individuals to undertake glucose monitoring

Assessment criteria

2.1 Develop positive relationships and support active participation within professional boundaries

2.2 Ensure that individuals and key people have accurate and accessible information about the procedures

2.3 Check that information is clearly understood by individuals and key people

2.4 Explain the importance of following hygiene precautions when carrying out procedures

2.5 Explain the importance of collecting blood samples of the right quality and factors which affect the quality

2.6 Explain the importance of cleaning access sites when obtaining blood samples

2.7 Describe safe disposal methods for hazardous and non-hazardous waste

2.8 Encourage individuals to develop their own abilities and skills in monitoring their glucose levels

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Range

Key people - family, friends, carers and others with whom the individual has a supportive relationship

Learning outcome:

3. Support individuals to carry out glucose monitoring

Assessment criteria

3.1 Provide advice to individuals when monitoring glucose to include the following

use of the correct equipment

correct testing techniques

how to compare the results of samples

3.2 Explain the importance to individuals of obtaining sufficient supplies and storing them safely

3.3 Encourage individuals to identify a suitable place for carrying out glucose monitoring

3.4 Support individuals to prepare equipment before carrying out glucose monitoring

3.5 Support and observe individuals during the procedure to ensure they

compare measurements correctly

record measurements accurately

dispose of hazardous and non-hazardous waste materials safely and hygienically

return materials and equipment to safe storage after the procedure

3.6 Check the timing and the individual’s interpretation of measurements, taking action if they appear to be incorrect

3.7 Discuss any discomfort experienced by individuals during and after obtaining blood samples and advise on how to minimise it

3.8 Take action promptly where observed changes occur in the individual

3.9 Assist the individual to monitor their own condition over time, encouraging them to seek advice and support when changes occur

3.10 Complete records and reports on activities undertaken by the individual and outcomes achieved within confidentiality agreements and according to legal and work setting requirements

Range

Suitable place - privacy, safety, taking account of hygiene requirements

Learning outcome:

4. Understand monitoring and reporting procedures

Assessment criteria

4.1 Explain why it is important to keep full and accurate glucose monitoring records

4.2 Describe the importance of investigating changes in an individual’s condition and measurements

4.3 Identify possible reasons for such changes and actions to be taken

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4.4 Describe procedures to follow for key changes in the health and medical condition of an individual

4.5 Describe the importance of recording and acting on results of glucose monitoring

4.6 Identify possible problems with recording results of glucose monitoring

Range

Problems

Sample: may be contaminated by food/drink, alcohol wipe, interstitial fluid, patient dehydrated, in peripheral shutdown

Test: incorrect sample volume, incorrect filling reagents/strips (contaminated or stored at

incorrect temperature or humidity), device faulty

Recording results: Legibility of handwritten results, recorded in the incorrect place, dates

not recorded

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Unit 372a Supporting others to undertake glucose monitoring

Supporting Information

Evidence requirements

Observe the learner assisting an individual to monitor their blood glucose levels on a minimum of three occasions. This can be on different individuals or on the same individual on a number of occasions.

Evidence of documentation that is completed clearly, accurately and legibly.

Glossary

Active participation - a way of working that regards individual as active partners in their own

care or support rather than passive recipients. Active participation recognises each

individuals right to participate in the activities and relationships of everyday life as

independently as possible

Key people those who are important to an individual and who can make a difference to his or her well-being. Key people may include family, friends, carers and others with whom the individual has a supportive relationship

Related legislation

Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub

Health and Care Standards Welsh Government April 2015

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Unit 373 Undertake non-complex wound management

Level: 3

Unit Summary: This unit is aimed at supporting learners to provide non-complex

wound care; this will cover the knowledge and skills required to

carry out the treatment and dressing of lesions and wounds, and

is applicable in a variety of health and care settings, including

hospitals, care homes and the individuals own home.

Learning outcome

1. Understand legislation and agreed ways of working when undertaking non-complex wound care

Assessment criteria

1.1 Describe guidelines and agreed ways of working which inform the undertaking of treatments and dressings of lesions and wounds

1.2 Explain the importance of complying with infection control and PPE requirements at all times when undertaking non-complex wound management

Learning outcome:

2. Understand wound healing and contamination

Assessment criteria

2.1 Explain the stages of the wound healing process

2.2 Describe factors that promote or delay the wound healing process

2.3 Describe signs and symptoms of infection of non-complex wounds

2.4 Explain the differences between asepsis, antisepsis and cross-infection

2.5 Describe potential sources of wound contamination

2.6 Explain actions to take if a wound becomes contaminated

Range

Stages: Hemostatsis, inflammation, proliferation, maturation

Promote: Wound type, hygiene, nutrition, age

Delay: Infection, age, smoking, drinking, obesity, medication, co-morbidity

Learning outcome

3. Understand the procedures and techniques to treat and dress lesions and non-complex wounds

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Assessment criteria

3.1 Explain the importance of own responsibility and accountability, and when additional guidance should be sought, when applying treatments and dressings

3.2 Explain the importance of following specified guidance documents when applying treatments and dressings

3.3 Describe the types and functions of different treatments and dressings used in own work area

3.4 Explain procedures for dressing lesions and non-complex wounds

3.5 Explain the procedures for dealing with adverse reactions that occur when applying treatments and dressings

Learning outcome

4. Prepare to dress non-complex lesions and wounds

Assessment criteria

4.1 Refer to the treatment plan and wound assessment documentation

4.2 Check for any contraindications to treatments and dressings

4.3 Check required equipment, treatments and dressings are fit for purpose

4.4 Provide information, support and reassurance to the individual in a way that is sensitive to their personal beliefs and preferences

4.5 Confirm the individual’s identity and gain valid consent to carry out the activity

4.6 Apply health and safety measures relevant to the procedure and environment

4.7 Assist the individual to position themselves to enable access to the wound or lesion site

4.8 Assist the individual to adjust clothing whilst maintaining their privacy and dignity

Learning outcome

5. Carry out dressing treatments for non-complex wounds

Assessment criteria

5.1 Remove existing dressings following agreed procedures

5.2 Evaluate lesion or wound for any changes in appearance

5.3 Maintain the sterility of dressings prior to and during application

5.4 Apply dressings to non-complex wounds following standard procedures

5.5 Manage the safety, dignity and comfort of the individual during and following the procedure

5.6 Dispose of waste safely following standard procedures

5.7 Record the outcomes and findings of the activity, according to agreed ways of working

5.8 Report outcomes and findings following agreed ways of working

Range

Findings – condition of wounds/lesions, healing progress, inflammation, pain

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Unit 373 Undertake non-complex wound management

Supporting Information

Evidence requirements Learners need to evidence practical demonstration of treating and dressing wounds

on a minimum of five separate occasions

Learners need to evidence practical demonstration of removing wound closure materials according to agreed procedures

Completion of documentation following standard operating procedures.

Glossary

Aseptic Non Touch Technique (ANTT) - Aseptic Non Touch Technique or ANTT® is a

tool used to prevent infections in healthcare settings.

Guidance for delivery

This unit can be taken in conjunction with Unit 273 – Undertake pressure area care

to give learners a broader overall understanding at Level 3 of maintaining tissue

viability in a health and care setting.

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Unit 375 Vision screening

Level: 3

Unit Summary: This unit provides learners with the knowledge and skills to provide vision screening for children in childcare settings. The unit covers importance of eye health and vision screening as well as potential causes and effects of eye problems and vision defects. Learners will gain the practical skills required to provide effective and safe vision screening services.

Learning outcome:

1. Understand principles and policy context relating to vision screening

Assessment criteria

1.1 Describe legislation and practice guidance relating to vision screening in Wales

1.2 Identify sources of information, advice, support and guidance on vision screening

1.3 Describe local care pathways for access to specialist eye care professionals

1.4 Explain the purpose of the Welsh vision screening schedule and how to access it

1.5 Explain the benefits and potential risks and limitations of vision screening

1.6 Identify current campaigns promoting eye health in Wales

Learning outcome

2. Understand the importance of eye health and vision screening

Assessment criteria

2.1 Describe the structure and function of the eye

2.2 Describe the development of vision in children

2.3 Explain the importance of promoting positive eye health in children

2.4 Describe factors that can impact on the results of vision screening and how to address them

Learning outcome

3. Support individuals with vision screening services

Assessment criteria

3.1 Follow quality standards and procedures when carrying out vision screening

3.2 Prepare the environment for vision screening services

3.3 Gather information and consent from parents, carers and/or the child prior to treatment

3.4 Use vision assessment methods in line with setting guidelines

3.5 Use vision equipment safely and store correctly following use

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3.6 Record and report on the results of the vision screening according to local policies and protocols

3.7 Seeking additional help and support if required when screening

Learning outcome:

4. Understand causes and impacts of vision defects/visual loss

Assessment criteria

4.1 Describe types of vision defects or loss in babies and children and their potential causes and impacts

4.2 Explain potential links between visual loss and other conditions or needs

4.3 Describe types of aids and equipment available for babies and children with vision defects/visual loss and how to access them

4.4 Describe ways in which children with vision loss can communicate

4.5 Describe the roles and responsibilities of multi-agency team members working with children who have vision loss

4.6 Describe ways in which children with vision loss can be monitored and supported on an ongoing basis

4.7 Identify sources of information, advice, support and guidance on vision defects/visual loss

4.8 Explain the importance of early intervention and support for children with vision defects or visual loss

Range

Vision defects - Nystagmus

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Unit 375 Vision screening

Supporting Information

Glossary

Quality standards and procedures - including infection prevention and control,

confidentiality, safeguarding, privacy and dignity, SIDS guidelines and safe use and

storage of equipment

Related legislation Equality Act 2010

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Unit 377 Working with 2-3 year olds

Level: 3

Unit Summary This unit covers the skills required to work with 2-3 year olds. It covers principles and values of early childhood health well-being and development of 2-3 year olds. The learner will be required to develop an understanding of current government initiatives to support working with 2-3 year olds. They must also understand frameworks that support learning and development and reflect these throughout their own practice.

Learning outcome:

1. Understand the legislation, policies and principles related to working with 2-3 year olds

Assessment criteria

1.1 Describe the legislation that underpin children’s care, learning, development and play

1.2 Explain the impact of national policies on key initiatives when working with 2-3 year olds and their families

1.3 Explain the impact of national policies and practice guidance on own organisation/setting’s procedures and the importance of following them

1.4 Describe research and reports that have influenced frameworks, plans and strategies related to working with 2-3 year olds

1.5 Describe the influence of national frameworks, plans and strategies on local service provision

1.6 Describe the importance of working in partnership with local service providers

1.7 Explain the principles and values that underpin early years

1.8 Describe the influence of the work of theorists on child development and the way in which children learn

1.9 Explain the influence of personal beliefs and values on an individual’s practice

Learning outcome:

2. Understand child health programmes for 2-3 year olds

Assessment criteria

2.1 Explain the key elements of the universal child health programme

2.2 Describe the public health priorities for 2-3 year olds

2.3 Describe interventions to prevent accidents and promote child safety

2.4 Explain where to access information and support on the range of public health priorities

2.5 Describe the symptoms of common childhood illnesses and notifiable diseases

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2.6 Explain the incubation periods and infectious periods of common childhood illnesses and notifiable diseases

2.7 Describe the process for recording and reporting incidents of infectious disease

2.8 Outline the relevant immunisations and immunisation schedule for common childhood illnesses and notifiable diseases

2.9 Explain the importance of an immunisation programme

2.10 Explain infection control policies and procedures in your own organisation

Range

Key elements - Home visiting and surveillance schedule, interventions to prevent accidents,

promotion of child safety, screening and physical examinations, immunisations, support for

parents, promotion of health and well-being, signposting to relevant services

Interventions to include both local and national provision

Practices - Clean environment, good personal hygiene, hand washing techniques, use of

personal protective equipment

Learning outcome:

3. Be able to embed legislation, national policies and frameworks in own practice

Assessment criteria

3.1 Use findings of research and reports that relate to working with 2-3 year olds, as appropriate to own role

3.2 Apply knowledge of key theorists when working with 2-3 year olds

3.3 Apply the principles and values of early years education into everyday practice

3.4 Access information on local service provision for 2-3 year olds and their families/carers

3.5 Access criteria and follow referral processes for local provision

3.6 Actively promote partnership working with local service providers

3.7 Follow own organisation/setting’s policies and practice procedures

Learning outcome:

4. Understand principles of health and well-being for 2-3 year olds

Assessment criteria

4.1 Explain the process of potty training children

4.2 Describe the causes and management of

bedwetting

constipation

encopresis

4.3 Explain where to access information and support on toileting for 2-3 year olds

4.4 Explain the importance of working in partnership with parents and carers in relation to the issues above

4.5 Describe own organisation’s policies and procedures in relation to toileting for 2-3 year olds

4.6 Describe the importance of

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regular routines (sleeping, oral health, meal times)

visiting the dentist

preventing tooth decay

4.7 Describe the importance of play and role play in the development of routines

4.8 Explain factors that contribute to oral health inequalities in the early years

4.9 Describe national and local programmes promoting oral health

Range

Encopresis: The soiling of clothes by children who have passed the stage of toilet training Oral health programmes e.g. ‘Design to Smile’

Learning outcome:

5. Be able to support health and well-being for 2-3 year olds

Assessment criteria

5.1 Provide information to families on local service provision for 2-3 year olds

5.2 Co-facilitate local initiatives in accident prevention and child safety

5.3 Support children with tooth brushing in an early years and childcare setting

5.4 Adopt measures to prevent tooth decay in children in an early years and childcare setting

5.5 Support children with insecure attachments within the organisation/setting

Learning outcome:

6. Understand the pattern of child development and transitions for 2-3 year olds

Assessment criteria

6.1 Explain the pattern of development for children aged 2-3 years in relation to

physical

communication

intellectual

social

emotional

behaviour

6.2 Describe the importance of the early years on brain development

6.3 Explain the importance of relationships on brain development

6.4 Describe factors that impact on the families/carer/child relationships in the early years

6.5 Describe the different methods of assessing child development for 2-3 year olds

6.6 Explain the importance of parents and carers in supporting child development

6.7 Describe the effects of transitions on a child’s well-being, learning and development

6.8 Explain the principles that underpin effective transitions

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Range

Transitions may include starting nursery for the first time, moving from nursery to school, moving home, death of a loved one, parental relationship breakdown, the birth of a sibling, other changes affecting the child or young person Principles: Involve child and families/carers in the process, key stakeholders and their roles and responsibilities, information, guidance and support through the process

Learning outcome:

7. Understand the importance of learning environments for 2-3 year olds

Assessment criteria

7.1 Explain the principles that underpin a high quality learning framework

7.2 Describe theoretical frameworks that underpin best practice in developing high quality learning environments

7.3 Explain why it is important that learning should take place in a meaningful context

7.4 Define the term ‘active learning and participation’

7.5 Describe methods to promote children’s creativity and critical thinking

7.6 Explain the importance of using community resources to promote children’s learning.

7.7 Describe the importance of working in partnership with families/carers to support children’s development through play within the home environment

7.8 Describe the importance of setting layout in both indoors and outdoors areas in supporting children’s play, learning and development

7.9 Explain the importance of an outdoor learning environment to support children’s play, learning and development

Range

Theoretical frameworks include the work of Reggio Emilia, Froebel, McMillan, Montessori

and Steiner

Learning outcome:

8. Understand the importance of planning, developing and reflecting on learning opportunities and experiences for 2-3 year olds

Assessment criteria

8.1 Explain the importance of using observations and assessments in child-centered planning

8.2 Explain the importance of ensuring flexibility and providing sufficient time for children to explore, experiment, revisit and repeat

8.3 Explain the importance of planning activities that are age and stage appropriate and support the development of a range of skills, concepts and knowledge

8.4 Explain the importance of reflection and how this will be used to inform future planning for individual children

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Learning outcome:

9. Be able to support the holistic development of 2-3 year olds

Assessment criteria

9.1 Work with key stakeholders to manage effective transitions for children coming into and moving on from your child care setting

9.2 Embed the principles and values of early years care into own practice

9.3 Follow policies and procedures on information sharing and confidentiality

9.4 Complete short, medium and long term plans to support children’s play, learning and development within the setting

9.5 Identify how learning will be developed and further extended as part of the planning process, including in collaboration with parents

9.6 Carry out observations and assessment and reflect in planning

9.7 Reflect and evaluate own practice to inform planning for individual children

9.8 Access community resources and experiences to promote children’s learning

9.9 Ensure learning opportunities and experiences are child initiated, engage the child and promote

active learning and participation

children’s creativity and critical thinking

9.10 Support parents to plan, develop and reflect on play and learning opportunities in the home environment

Range

Key stakeholders: children, families/carers Community resources: toy libraries, libraries, swimming pools, parks, leisure centres, local playgroups.

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Unit 377 Working with 2-3 year olds Supporting Information

Evidence requirements

Observations of the learners should take place when implementing play and learning and development activities with 2-3 year olds.

Completion of daily diaries/work documentation recorded.

Glossary Research and Reports

The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012)

Moyles, J., Adams, S. and Musgrove, A. (2002). ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL).School of Education Research and Development Anglia Polytechnic University

Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 by HighScope (Ypsilanti: USA, 2005)

Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013 Roberts, K. (2010) “Supporting parents in helping their children learn at home - Some tips

for childcare providers”, Daycare Trust and the Family and Parenting Institute Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh

Government Social Research: 31/2013 Department for Communities and Government (2012) “Working with Troubled Families:

A guide to the evidence and good practice”, Department for Communities and Government, London, ISBN: 978-14098-3751-0

Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her Majesty’s Government” HM Government, January 2011

Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes: National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN 978 1 84775 009 9

Adverse Childhood Experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015

Adverse Childhood Experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016

The impact of Adverse Childhood Experiences on mental well-being in Welsh adults Public Health Wales NHS Trust

National frameworks, plans, strategies and Welsh Government policies that relate to 2-3

years olds could include:

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Healthy Child Wales Child Poverty Strategy (2015) Flying Start Families First Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy

School Schemes (WNHSS)

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Principles and values that underpin practice when working with 2-3 year olds could include

Welsh Assembly Seven Core Aims

The Welsh Assembly Governments seven core aims for children and young people summarise the UN Convention on the Rights of the Child (UNCRC) and form the basis for decisions on priorities and objectives nationally. They should also form the basis for decisions on strategy and service provision locally. The seven core aims state that all children and young people

have a flying start in life

have a comprehensive range of education and learning opportunities

enjoy the best possible health and are free from abuse, victimisation and exploitation

have access to play, leisure, sporting and cultural activities

are listened to, treated with respect, and have their race and cultural identity recognised

have a safe home and a community which supports physical and emotional wellbeing

are not disadvantaged by poverty

Flying Start

Is an early years programme for families with children under 4 years of age living in

disadvantaged areas of Wales. There are four core elements

Free quality, part-time childcare for 2-3 year olds

An enhanced health visiting service

Access to parenting programmes

Speech, language and communication

Theorists: could include -

Bruce, T. (1987) Early Childhood Education. London: Hodder and Stoughton. Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-28. Donaldson, M. (1978) Children’s Minds. London: Fontana. Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood

Education. Milton Keynes: Open University Press. Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana. Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.

London: Sage. Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press. Nutbrown, C. (2011) Threads of Thinking. London: Sage. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership.

London: Paul Chapman. Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,

Belgium: Research Centre for Early Childhood and Primary Education, Katholieke Universiteit Leuven

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National frameworks, plans, strategies and Welsh Government policies that relate to 2-3

years olds could include:

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Healthy Child Wales Child Poverty Strategy (2015) Flying Start Families First Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy

School Schemes (WNHSS)

Public Health priorities include diet, smoking cessation in families, dental health, play, vision,

childhood immunisation programme, preparation of school readiness and promotion of safety

in the home and the community

Common childhood illnesses

Chickenpox

Measles

Mumps

Slapped cheek disease

Rubella

Whooping cough

Allergic contact dermatitis

Atopic eczema

Hand, foot and mouth disease

Head lice

Impetigo

Prickly heat

Ringworm

Scabies

Scarlet fever

Tonsillitis

Verruca’s and warts

Gastroenteritis

Immunisation Schedule:

Age Immunisation Comments 2 months 6-in-1

(DTaP/IPV/Hib) Single jab contains vaccines to protect against five separate diseases: diphtheria, tetanus, whooping cough (pertussis), polio and Haemophilus influenzae type b (known as Hib)-First dose

Pneumococcal (PCV) First dose Rotavirus First dose Men B First dose

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3 months 6-in-1 (DTaP/IPV/Hib)

Second dose

Rotavirus Second dose 4 months 6-in-1

(DTaP/IPV/Hib) Third dose

Pneumococcal (PCV) Second dose Men B Second dose

12 -13 months

Hib/Men C Contains Hib (fourth dose) MMR First dose Pneumococcal (PCV) Third dose Men B Third dose

Two years

Children’s annual flu vaccine

From age 2

3-4 years MMR Second dose 4-in-1 (DTaP/IPV)

12-13 years

HPV Girls only

13-18 years

3-1n-1( Td/IPV) Teenage booster- Diphtheria, tetanus and polio Men ACWY

Potty training to include

When to start potty training

Preparing to start potty training

Starting potty training with a child

Potty training pants and pull ups

Night time when potty training

Using the toilet instead of a potty

Potty training with a disabled child

Finding out further information

Current assessments under the Healthy Child Wales programme:

Family resilience assessment tool

Parenting capacity evaluation

Schedule of Growing Skills Assessment-assessing child development

Growth and weight assessments

Planning could include:

How the results of observations, discussions and assessments have informed the planning process and learning outcomes for the children

How guidance documents and learning frameworks have informed the planning process

How the planned activities contribute to the holistic development of the child/group of children’s learning and development

How you engage the child/group of children, provide for child initiated or adult led play, encourage high levels of involvement and provide sufficient time for the children to explore, experiment and repeat

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Related legislation

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Child Poverty Strategy (2015)

The Childcare Act 2006 and the Childcare Act 2006 (Local Authority Assessment) ( Wales) Regulations 2016- requirements of the Childcare Sufficiency Assessment produced by local authorities

EPPSE (Effective Pre-school, Primary and Secondary Education) Project 1997-2014 Summary of Findings

2002 ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL), Moyles, J., Adams, S. and Musgrove, A 2002, School of Education Research and Development Anglia Polytechnic University

Early Years Framework in Scotland

Pre Birth To Three (Scotland)

Early Years Foundation Stage-EYFS (England) CSSIW National Minimum Standards for Regulated Childcare for children up to the

age of 12years Child Safety in Wales, Examples of Interventions in Practice, Children in Wales

Pre-school and early home learning effects on A-level outcomes, EPPSE Research Report, 2015, Sammons, Toth and Sylva with Melhuish, Siraj and Taggart, University of Oxford, published by DfE

163

Unit 378 Working with the under 2s

Level: 3

Unit Summary This unit covers the practical skills and understanding that learners need to support the learning and development of children up to 2 years; establish routines that build relationships with children and families, develop communication skills and the implementation of learning and development activities through play.

Learning outcome:

1. Understand legislation, policies and frameworks related to working with the under 2’s

Assessment criteria

1.1 Describe legislation that underpins national policies and practice relating to work with the under 2’s and their families/carers

1.2 Explain the policy context for key initiatives, plans and strategies relating to work with the under 2’s and their families/carers

1.3 Explain the impact of national policies and practice guidance on own organisation

1.4 Describe the influence of national frameworks, plans and strategies on local service provision

1.5 Describe research and reports that have influenced frameworks, plans and strategies for the under 2’s

1.6 Describe the influence the work of theorists has had on development and learning for the under 2’s

1.7 Describe screening and assessment tools used with babies, toddlers and their families/carers

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Learning outcome:

2. Understand health and child health programmes for the under 2s

Assessment criteria

2.1 Explain the key elements of the universal child health programme

2.2 Describe interventions to prevent accidents and promote child safety

2.3 Explain where to access information and support on the range of public health priorities

2.4 Describe the symptoms of common childhood illnesses and notifiable diseases

2.5 Explain the incubation periods and infectious periods of common childhood illnesses and notifiable diseases

2.6 Explain the different actions required if a child has a common childhood illness or notifiable disease

2.7 Describe the process for recording and reporting incidents of infectious disease

2.8 Describe practices to prevent the spread of infection

2.9 Outline the relevant immunisations and immunisation schedule for common childhood illnesses and notifiable diseases

2.10 Explain the importance of an immunisation programme

2.11 Explain infection control policies and procedures in own organisation/setting

Range

Key elements: Home visiting and surveillance schedule, interventions to prevent accidents,

promotion of child safety, screening and physical examinations, immunisations, support for

parents, promotion of health and well-being, signposting to relevant services

Interventions to include both local and national provision

Practices: Clean environment, good personal hygiene, hand washing techniques, use of

personal protective equipment

Learning outcome:

3. Be able to embed relevant legislation, policies and frameworks into practice when working with the under 2’s

Assessment criteria

3.1 Follow current legislation, national policies and frameworks

3.2 Follow own organisation/setting’s policies and practice procedures

3.3 Promote partnership working with local service providers

3.4 Explain the criteria and processes used to sign-post/refer for local provision

3.5 Use the work of key theorists to support and develop own practice

3.6 Implement appropriate research and reports into own work with the under 2’s

Learning outcome:

4. Understand bonding and attachment in the under 2’s

Assessment criteria

4.1 Define bonding and attachment and their importance to the under 2’s

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4.2 Describe the influence of bonding and attachment research on early years and childcare practice

4.3 Explain Bowlby’s stages of attachment

4.4 Explain causes of both secure and insecure attachments and the long-term impacts for the individual and society

4.5 Explain the benefits to the families/carers and baby of infant massage in promoting secure attachments

Learning outcome:

5. Be able to support families/carers with bonding and attachment in the under 2’s

Assessment criteria

5.1 Follow policies, guidelines and childcare provision when working with families/carers to support the development of secure attachments

5.2 Provide information to families/carers on local services that provide support

5.3 Promote secure attachments with children including through infant massage

5.4 Develop trusting relationships with children and families/carers of children in your care

Learning outcome:

6. Understand learning and development in the under 2’s

Assessment criteria

6.1 Explain the stages and sequence of holistic development from 0-2 years

6.2 Describe theoretical perspectives that support learning for children under 2

6.3 Explain the meaning of heuristic play

6.4 Describe the importance of everyday routines to promote children’s learning and development

6.5 Describe the characteristics and importance of flexible routines

6.6 Describe the characteristics of high quality physical environments and resources suitable for babies and toddlers

6.7 Define different types of planning when working with babies and toddlers

6.8 Explain the different areas of language development i.e. listening, expressive, receptive

6.9 Explain the impact of speech, language and communication on other areas of development

6.10 Describe the role of families/carers in promoting communication skills

Learning outcome:

7. Be able to support learning and development in the under 2’s

Assessment criteria

7.1 Plan, prepare, implement, monitor, evaluate and review safe and stimulating physical environments that provide a range of experiences for children under 2

7.2 Plan, prepare, implement, monitor, evaluate and review activities and experiences that support the holistic development of children under 2

7.3 Promote children’s learning and development through

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routine activities

flexible routines

heuristic play activities

play that promotes skills

7.4 Incorporate learning opportunities from activities, experiences and routines into practice to support individual children’s development

7.5 Carry out activities to promote children’s speech, language and communication development between 0-2 years

7.6 Support families/carers in their role of promoting communication skills in under 2’s

Range

Physical environments - Indoors and outdoors

Routine activities including arrival and departure, snack/meal times and rest/sleep times

Skills - Physical development - gross motor and fine motor skills, cognitive skills, communication and language skills, social and emotional development

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Unit 378 Working with the under 2s Supporting Information

Evidence requirements

Observations of the learners should take place when implementing play and learning and development activities with the under 2’s.

Witness testimonies and professional discussion can be used to support evidence recorded by observation.

Written evidence of planning learning and development activities should be produced.

Glossary

Screening and Assessment Tools

Healthy Child Wales

Flying Start

Immunisation Schedule for children aged 2 months to 18 years

Age Immunisation Comments 2 months 6-in-1

(DTaP/IPV/Hib/HepB) Single jab contains vaccines to protect against six separate diseases: diphtheria, tetanus, whooping cough (pertussis), polio, hepatitis B and

Age Tool

5-8 days Bloodspot screening Up to 4 weeks New born hearing screening By 14 days old Family resilience assessment (FRAIT)

Maternal mental health assessment 72 hours/6 weeks Physical examination 8 weeks/12 weeks/16 weeks Growth Assessment 6 months Health Visiting Family Resilience Assessment Instrument

Tool (FRAIT)

15 months/27 months/3.5 years

Health Visiting Family Resilience Assessment Instrument Tool (FRAIT) and Assessment of Growth and Development

Between 4 and 7 years School Nurse service between 4 and 7 years Vision and growth screening Hearing impairment screening Child Measurement Programme

Age Tool Ante natal Flying Start Family Health Needs Assessment Tool

Domestic Violence Screening Tool 0-6 weeks Flying Start Family Health Needs Assessment Tool

The Neonatal Behavioural Assessment Scale( NBAS) 8 weeks/12 weeks/16 weeks Growth Assessment

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Haemophilus influenzae type b (known as Hib)-First dose

Pneumococcal (PCV13) First dose Rotavirus First dose Men B First dose

3 months 6-in-1 (DTaP/IPV/Hib) Second dose Rotavirus Second dose

4 months 6-in-1 (DTaP/IPV/Hib) Third dose Pneumococcal (PCV) Second dose Men B Second dose

12-13 months

Hib/Men C Contains Hib (fourth dose) MMR First dose Pneumococcal (PCV) Third dose Men B Third dose

Two years Children’s annual flu vaccine

From age 2

3-4 years MMR Second dose 4-in-1 (DTaP/IPV)

12-13 years

HPV Girls only

13-18 years

3-1n-1( Td/IPV) Teenage booster- Diphtheria, tetanus and polio Men ACWY

Bonding

Refers to parents feelings for and sense of connection to their child. This begins before birth

and usually develops very quickly following the baby’s birth.

Attachment

Refers to a child’s emotional connection with his/her primary caregiver that begins at birth,

develops quickly between 0-2 years of age and continues developing throughout life.

Secure attachment: People with secure attachment are comfortable with others, able to depend on them and value (and are comfortable with) intimacy

Avoidant attachment: People with avoidant attachment have doubts about other people, find it harder to make relationships, shy away from intimacy and have trust issues

Anxious attachment: People with anxious attachment would like to develop close relationships with others but struggle with this because they fear rejection

Bowlby’s Stages of Attachment

Bowlby’s Attachment Theory is the basis on which research work on attachment has been

undertaken. He identified four stages of attachment:

Pre attachment

From birth to 6 weeks

Child cries, looks into adult’s eyes, smiles, and tries to communicate Child recognises caregiver’s smell, voice, and face

Child does not mind being left with an unfamiliar adult

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Attachment in the making

From 6 weeks to 6–8 months

Child does not mind being left with an unfamiliar adult and responds to them, however….

Child responds more strongly to caregiver than to an unfamiliar adult

Child learns how behaviour will produce a response

Clear-cut attachment

From 6–8 months to 18 months–2 years

Child may experience separation anxiety Older infants and toddlers try to keep their caregiver present (e.g., cling)

Separation anxiety may actually increase between 6 and 15 months with the understanding that caregiver continues to exist although out of sight

Child prefers caregiver to others

Child uses caregiver as a secure base from which to explore

Formation of reciprocal relationship

From 18 months–2 years +

Child is now aware caregiver comes and goes and knows when they will return

Child and adult act reciprocally with the child often negotiating with the adult

Insecure attachment

Insecure attachment: People with insecure attachment will avoid or ignore the caregiver

showing little emotion when the caregiver departs or returns. This may be due to inconsistent

care received from the caregiver themselves

Stages of holistic development from 0-2 years in

Physical development

Cognitive development

Communication and language development

Social and emotional development

Characteristics of flexible routines

Allowing sufficient time for a child to develop their learning

Following the child’s lead

Promoting independence by showing children how to do things first

Praising and encouraging children as they try new things

Planning: to include -

Long term planning

Medium term/Short term planning

Planning for individual children

Child initiated activity

Adult led activity

Planning for continuous provision

Planning for enhanced provision

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Planning for individual children includes:

Results of previous observations or assessments

Aim of the activity

Safety issues

Role of the adult/adults, including sharing information with parents so they can build on experiences in the setting at home.

Resources

Opportunities for monitoring, assessing as part of the activity Reflection

Related legislation

Chief Medical Officer for Wales Annual Report 2014-15 Healthier, Happier, Fairer

Healthy Child Wales Programme

Education Begins at Home

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Unit 380a Adrenaline auto-injection

Level: 3

Unit Summary: This unit covers the principle and use of different types of auto-injection devices as well as how to practically support individuals, their families/carers and wider support networks in their use so they can be confident in how to manage in the case of a severe reaction.

Learning outcome:

1. Understand principles of adrenalin auto-injection devices

Assessment criteria

1.1 List reasons for the prescription of auto-injection adrenalin

1.2 Describe the effect adrenaline has within the body and on anaphylaxis symptoms

1.3 Describe advantages and disadvantages of auto-injection adrenalin devices

1.4 Identify types of auto-injection adrenalin devices including doses available for different age groups

1.5 Explain reasons auto-injection adrenalin devices may not be suitable for individuals

1.6 Identify policies, procedures and guidelines for the safe storage and administration of adrenalin auto-injection devices within workplace settings

1.7 Describe local practices relating to the safe storage and maintenance of auto-injection adrenalin devices

1.8 Identify sources of advice and guidance on auto-injection adrenalin devices

Range

Advantages and disadvantages

Doses available, price, safety, ease of use, expiry date range

Learning outcome

2. Support individuals and their families/carers in the safe administration of auto-injection adrenalin devices

Assessment criteria

2.1 Communicate the purpose and procedure for administering auto-injection adrenalin devices to families/carers of children in a positive way, with consideration of language and communication methods used

2.2 Demonstrate the correct administration of auto-injection adrenalin devices 2.3 Explain to families/carers of children ways to recognise the signs and symptoms of an

allergic reaction that may require the administration of an auto-injection adrenalin device

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2.4 Support families/carers of children to practice with the use of a trainer device in line with manufacturer’s instructions as appropriate

2.5 Advise families/carers of children on the actions to take following the administration of auto-injection adrenalin devices

2.6 Provide families/carers of children with advice and guidance materials to support the use and storage of auto-injection adrenalin devices

2.7 Record training and advice given in line with legislation and setting policy

2.8 Follow setting procedures for the correct storage and maintenance of auto-injection adrenalin devices

Range

Actions

Seeking emergency medical attention, removing the allergy trigger, self- positioning

to ensure safety whilst waiting for assistance, actions to take in the event of

accidental injection

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Unit 380a Adrenaline auto-injection

Supporting Information

Evidence requirements Observe the learner assisting an individual with administration of auto-injection on a

minimum of three occasions - Use of the auto-injector can be simulated/demonstrated.

Documentation of training provided must be completed clearly, accurately and legibly.

Glossary Auto-injection adrenalin devices – A hand held device for administering a measured dose of

adrenaline by auto-injection, used for the treatment of anaphylaxis. There are different

branded versions of auto-injection adrenalin device (e.g. EpiPen, Jext, Emerade etc.), each

with their own procedure for administration.

Related legislation The Human Medicines Regulations 2012

Section 175 of the Education Act 2002

Section 25(2) of the Children Act 2004

Equality Act 2010

The Social Services and Well-being (Wales) Act 2014

Guidance for delivery This unit must be delivered alongside or following the level 3 responding to anaphylactic

reactions unit (306).

Throughout learning outcome 2 learners must consider the age and situation of the child

affected when communicating with them, their families/carers and wider support network.

Depending on the situation it may or may not be appropriate to involve them directly, but

consideration must be made around the language used, setting, communication methods etc.

The delivery of this outcome should link to and draw on content covered in the core

qualifications on positive communication and overcoming barriers.

Learning outcome 2, assessment criteria 2.2 – learners should communicate the use of the

injectors using demonstration of dummy equipment, i.e. simulation of the use of the injectors

is appropriate.

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Unit 384 Planning and developing environments to meet children’s needs

Level: 3

Unit Summary: This unit covers the planning and development of safe and stimulating physical environments for children as well as practical ways of supporting the development of child confidence and routine through their environment.

Learning outcome

1. Understand the features of environments and services that promote the development of children

Assessment criteria

1.1. Describe features of environments that promote development of children

1.2. Explain ways of organising an environment or service to promote development of children

Range Features – Furniture and fittings, stimulating area, varied resources, suited to age and ability Environments - would cover indoor and outdoor spaces within the organisation/setting

Development -

Learning outcome

2. Plan and develop safe and stimulating physical environments for children

Assessment criteria

2.1. Promote environments that provide children with a range of opportunities to investigate and explore

2.2. Encourage child participation in the development of activity plans within their environment

2.3. Plan activities for children that utilise the physical space and environment safely

2.4. Use risk assessment and risk benefit analysis to support changes to the environment

2.5. Develop and implement plans that utilise a range of experiences, including sensory, for the development of all children within a setting

2.6. Adapt plans for the use of physical space to support inclusivity and differentiated learning

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Learning outcome

3. Maintain environments for children that build confidence and resilience

Assessment criteria

3.1. Develop methods to promote the achievements of individual children

3.2. Use approaches to promote the development of child resilience, confidence and self-esteem

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Unit 384 Planning and developing environments to meet children’s needs

Supporting Information

Evidence requirements Observe the learner planning and maintaining environments on a minimum of three

occasions

Plans implemented within a setting and outcomes of implemented plans documented.

Planning formats could include sheets detailing activities for the session/week to show what is available for the children to play with and learn, with differentiation for various age/ability/likes/dislikes.

Guidance for delivery For the purposes of this unit an environment could include:

A room or a particular area within the setting for example a young person’s communal space.

Both indoor and outdoor areas.

Learning outcome 3, assessment criteria 3.1 – Methods of promoting achievements

need to be meaningful and successful, for example these could be as small as a high

five or a verbal labelled praise (Using language like ‘that makes me so happy that you

managed to…. or ‘you should feel so proud that you…’), a chart for using the toilet or

tidying up. Some children achieve very small steps and these are huge progress for

some.

Related legislation Social Services and Well-being (Wales) Act 2014 Part 6 Code of Practice (Looked

After and Accommodated Children)

NICE Quality Standard for Hand hygiene

NICE Quality Standard: Patient Experience in Adult NHS services

Welsh Government: Doing Well – Doing Better - Standards for Health Services in Wales April 2010

Infection Prevention Control and Aseptic Non Touch Technique Welsh Government Guidelines

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Unit 385a Promoting the development of children

Level: 3

Unit Summary: This unit provides learners with an understanding of the key

stages of development for children and develops skills for

promoting and supporting their development in practice.

Learning outcome

1. Understand the factors that influence child development and how these affect practice

Assessment criteria

1.1 Explain the sequence and rate of each aspect of development from conception to 19 years

1.2 Explain the difference between sequence of development and rate of development

1.3 Describe the holistic nature of the development of children

1.4 Describe the impact of bonding and attachment for the development of children

1.5 Describe theories of development and how they influence current practice

1.6 Explain how different types of transitions may affect children

Range

Aspect – Physical, neurological, language, cognitive, emotional, social

Holistic nature – cultural, environmental, financial, health, family dynamics

Bonding and attachment – home settings, childcare settings (to include children looked after)

Transitions – common (movement between settings etc.) and uncommon (illness, family circumstances, adoption, fostering etc.)

Learning outcome

2. Understand how to monitor children’s development and interventions that should take place if this is not following the expected pattern

Assessment criteria

2.1 Describe the different methods used to monitor children’s development

2.2 Explain the reasons why child development may not follow the expected pattern

2.3 Explain how different types of interventions can promote positive outcomes for children where development is not following the expected pattern.

Learning outcome

3. Understand the importance of early intervention to support the speech, language and communication needs of children

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Assessment criteria

3.1 Explain how play and other activities are used to support the development of speech, language and communication.

3.2 Explain how multi-agency teams work together to support speech, language and communication

3.3 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition

Learning outcome

4. Support the holistic development of children

Assessment criteria

4.1 Encourage children to actively participate in decisions affecting their lives and the services they receive according to their age and abilities

4.2 Actively listen to children and communicate in a way that encourages them to feel valued

4.3 Assess different aspects of the development of children

4.4 Develop plans in partnership that meet the development needs of a child in the organisation/setting using selected methods

4.5 Adapt organisation/setting environment or service to promote the development of children

4.6 Implement, evaluate and revise development plans for children according to own role and responsibilities, taking into account that development is holistic and interconnected

Range

Aspects - Physical, language, cognitive, emotional, social

Learning outcome

5. Understand how working practices impact on the development of children

Assessment criteria

5.1 Describe activities that can be used to promote the development of independence and social skills

5.2 Explain how interactions can be used to support the development of independence, self-esteem and social skills

5.3 Explain how own working practice, and those of other agencies, can affect the development of children

Learning outcome

6. Support positive behaviour in children

Assessment criteria

6.1 Use positive approaches to behaviour management to support the development of independence, self-esteem and social skills

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6.2 Provide opportunities for children to develop and improve own friendship skills, taking account of the individual additional needs of children, and barriers to beneficial relationships

6.3 Demonstrate provision of structured opportunities for children that support transitions on their lives

6.4 Adapt strategies for the development of friendship skills across different age ranges.

6.5 Evaluate different approaches to supporting positive behaviour

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Unit 385a Promoting the development of children

Supporting Information

Evidence requirements Observe the learner supporting positive behaviours in children on a minimum of three

occasions.

Observe the learner supporting holistic development in children on a minimum of three occasions.

Evidence of documentation/records that are completed clearly, accurately and legibly.

Glossary

Attachment - refers to a child’s emotional connection with his/her primary caregiver

that begins at birth, develops quickly between 0-2 years of age and continues

developing throughout life.

Secure attachment: People with secure attachment are comfortable with others, able to depend on them and value (and are comfortable with) intimacy.

Avoidant attachment: People with avoidant attachment have doubts about other people, find it harder to make relationships, shy away from intimacy and have trust issues.

Anxious attachment: People with anxious attachment would like to develop close relationships with others but struggle with this because they fear rejection.

Disorganised attachment: Disorganised attachment refers to momentary behaviours displayed by children if they find themselves in anxiety-provoking situations into which an abusive caregiver enters.

Diane Benoit (2004) defines attachment as the part of the child-caregiver relationship

that makes the child feel safe, secure, and protected.

Bonding - refers to a parents’ feelings for and sense of connection to their child. This

begins before birth and usually develops very quickly following the baby’s’ birth.

Independence - refers to having the ability and skill to be less dependent on others.

Moral and Spiritual Development - should encourage children to communicate their ideas, values and beliefs about themselves, others and the world. They should understand that people have different preferences, views and beliefs, and know that each person is different but understand that all are equal in value.

Self-esteem - refers to the way children feel about themselves. Positive feelings

indicate a high self-esteem, while negative feelings about themselves are an

indication of low self-esteem.

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Social development –focuses on children’s social interactions and relationships with

their peers, practitioners and adults.

Theoretical Perspectives on social and emotional development - theorists could

include:

Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books.

Rutter, M. (1981) Maternal Deprivation Re-assessed, Second edition, Harmondsworth,

Penguin.

Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-28.

Carter, R. (1998) Mapping the Mind. London: Weindenfeld and Nicolson.

Donaldson, M. (1978) Children’s Minds. London: Fontana.

Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood

Education. Milton Keynes: Open University Press.

Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana.

Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.

London: Sage.

Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press.

Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,

Belgium: Research Centre for Early Childhood and Primary Education, Katholieke

Universiteit Leuven.

Related legislation and policy Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Evaluating the Foundation Phase Final Report

An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Together for Mental Health, Welsh Government (2012)

Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales, Professor Graham Donaldson (2015).

Promoting Emotional Health, Well-being and Resilience in Primary Schools’ (2016) Robin Banerjee, Colleen McLaughlin, Jess Cotney, Lucy Roberts and Celeste Peereboom from the University of Sussex.

What does “school ready” really mean? PACEY (2013)

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Unit 387a Welsh language immersion

Level: 3

Unit Summary This unit covers the acquisition of a new language through the immersion method. Learners will understand and implement the legislation and policies relating to acquiring a language into their own practice. They will be able to implement the immersion method into their own childcare setting, planning and monitoring the process throughout. They will work with families/carers and children to support them in the implementation of the immersion method.

Learning outcome:

1. Understand principles and values related to the acquisition of a new language in early years settings

Assessment criteria

1.1 Explain key legislation, policy context and practice frameworks related to language acquisition

1.2 Explain how the language policy within own childcare setting reflects language acquisition through the immersion method

1.3 Describe policy documents that underpin a child’s right to use the language of their choice

1.4 Explain the importance of communicating with a child in their preferred language

1.5 Identify the impact of own experiences, backgrounds and beliefs on the promotion of language acquisition

Learning outcome:

2. Be able to implement principles and values related to the acquisition of a new language

Assessment criteria

2.1 Embed legislation, policy context and guidance frameworks relating to language acquisition in own practice

2.2 Promote the cultural identity and rights of children and families/carers to use the language of their choice

2.3 Promote own childcare organisation/setting as a language immersion setting

Learning outcome:

3. Understand how to implement the immersion method within an early years setting

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Assessment criteria

3.1 Explain what is meant by the immersion method for learning a new language

3.2 Describe the importance of role modelling the immersion language

3.3 Describe the types of learning experiences and opportunities that support children to acquire a new language

3.4 Describe ways to involve families/carers in children’s immersion language development

3.5 Describe the stages of language immersion that children go through

Range

Role modelling to include the importance of own accuracy in written form, clear pronunciation and in interactions with colleagues

Learning outcome:

4. Be able to implement the immersion method within an early years setting

Assessment criteria

4.1 Use the immersion language clearly and accurately in all aspects of own practice

4.2 Contribute to the planning and development of learning opportunities and experiences to support language acquisition

4.3 Evaluate own role in promoting language acquisition, using reflections to improve practice

4.4 Use verbal and non-verbal methods of communication to support and encourage children who are acquiring a new language

4.5 Use routines and spontaneous occurrences to promote language acquisition

4.6 Use praise and encouragement to support children who are acquiring a new language

4.7 Provide information to families/carers to enable them to support their children’s language development

Learning outcome:

5. Understand how to plan, monitor and evaluate the learning provision for language acquisition

Assessment criteria

5.1 Explain the importance of evaluating learning activities and feeding results into future planning

5.2 Explain the importance of collecting information and views from children and families/carers as part of the evaluation process

5.3 Describe ways of improving the physical learning environment based on the results of evaluations

Learning outcome:

6. Be able to plan, monitor and evaluate the learning provision for language acquisition

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Assessment criteria

6.1 Plan activities and monitor them to support improvement of future provision

6.2 Evaluate the effectiveness of the environment in the development of language skills

6.3 Collect and collate evidence from others to inform the evaluation of the learning environment

6.4 Use own research to develop ways of improving the learning environment

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Unit 387a Welsh language immersion Supporting Information

Evidence requirements

Observe delivery/support of language acquisition with one child through immersion technique in an early years setting.

Evidence of planning, monitoring evaluation documentation that is completed clearly, accurately and legibly.

Glossary

Language Immersion: Language acquisition in an environment where all communication,

including learning activities, is undertaken through the medium of the immersion language. 1(NOS: Promote the acquisition of a new language by children through immersion in an early

years setting SCDCCLD0347)

Related legislation and Policy

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Welsh medium education strategy

Welsh medium education strategy-next steps

1 NOS: Promote the acquisition of a new language by children through immersion in an early years setting

SCDCCLD0347

186

Unit 387 Language immersion

Level: 3

Unit Summary This unit covers the acquisition of a new language through the immersion method. Learners will understand and implement the legislation and policies relating to acquiring a language into their own practice. They will be able to implement the immersion method into their own childcare organisation/setting, planning and monitoring the process throughout. They will work with families/carers and children to support them in the implementation of the immersion method

Learning outcome:

1. Understand principles and values related to the acquisition of a new language in early years settings

Assessment criteria

1.1 Explain key legislation, policy context and practice frameworks related to language acquisition

1.2 Explain how the language policy within own childcare setting reflects language acquisition through the immersion method

1.3 Describe policy documents that underpin a child’s right to use the language of their choice

1.4 Explain the importance of communicating with a child in their preferred language

1.5 Identify the impact of own experiences, backgrounds and beliefs on the promotion of language acquisition

Learning outcome:

2. Be able to implement principles and values related to the acquisition of a new language

Assessment criteria

2.1 Embed legislation, policy context and guidance frameworks relating to language acquisition in own practice

2.2 Promote the cultural identity and rights of children and families/carers to use the language of their choice

2.3 Promote own childcare organisation/setting as a language immersion setting

Learning outcome:

3. Understand how to implement the immersion method within an early years setting

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Assessment criteria

3.1 Explain what is meant by the immersion method for learning a new language

3.2 Describe the importance of role modelling the immersion language

3.3 Describe the types of learning experiences and opportunities that support children to acquire a new language

3.4 Describe ways to involve families/carers in children’s immersion language development

3.5 Describe the stages of language immersion that children go through

Range

Role modelling to include the importance of own accuracy in written form, clear pronunciation and in interactions with colleagues

Learning outcome:

4. Be able to implement the immersion method within an early years setting

Assessment criteria

4.1 Use the immersion language clearly and accurately in all aspects of own practice

4.2 Contribute to the planning and development of learning opportunities and experiences to support language acquisition

4.3 Evaluate own role in promoting language acquisition, using reflections to improve practice

4.4 Use verbal and non-verbal methods of communication to support and encourage children who are acquiring a new language

4.5 Use routines and spontaneous occurrences to promote language acquisition

4.6 Use praise and encouragement to support children who are acquiring a new language

4.7 Provide information to families/carers to enable them to support their children’s language development

Learning outcome:

5. Understand how to plan, monitor and evaluate the learning provision for language acquisition

Assessment criteria

5.1 Explain the importance of evaluating learning activities and feeding results into future planning

5.2 Explain the importance of collecting information and views from children and families/carers as part of the evaluation process

5.3 Describe ways of improving the physical learning environment based on the results of evaluations

Learning outcome:

6. Be able to plan, monitor and evaluate the learning provision for language acquisition

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Assessment criteria

6.1 Plan activities and monitor them to support improvement of future provision

6.2 Evaluate the effectiveness of the environment in the development of language skills

6.3 Collect and collate evidence from others to inform the evaluation of the learning environment

6.4 Use own research to develop ways of improving the learning environment

189

Unit 387 Language immersion Supporting Information

Evidence requirements

Observe delivery/support of language acquisition with one child through immersion technique in an early years setting

Evidence of planning, monitoring evaluation documentation that is completed clearly, accurately and legibly.

Glossary

Language Immersion: Language acquisition in an environment where all communication,

including learning activities, is undertaken through the medium of the immersion language. 2(NOS: Promote the acquisition of a new language by children through immersion in an early

years setting SCDCCLD0347)

Related legislation and Policy

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Welsh medium education strategy

Welsh medium education strategy-next steps

2 NOS: Promote the acquisition of a new language by children through immersion in an early years setting

SCDCCLD0347

190

Unit 388 Working in a Welsh medium early years setting

Level: 3

Unit Summary This unit covers the acquisition of a new language in a Welsh medium setting. Learners will understand the legislation, policies and practice guidelines relating to acquiring a new language and be able to support children in Welsh medium early years setting to enrich their language skills. The learner will plan and develop learning activities and experiences and be able to reflect on their effectiveness.

Learning outcome:

1. Understand principles and values when working in a Welsh medium early years setting

Assessment criteria

1.1 Describe the impact of key legislation, practice frameworks and policy context

1.2 Explain the importance of data protection and safeguarding during the transition process

1.3 Outline the importance of following the organisation/setting’s transitions policy in an early years setting

1.4 Describe the importance of effective partnerships and key people involved in the transition process

1.5 Describe the influence of theories, theoretical research and models of linguistic development on working practice

Learning outcome:

2. Be able to implement principles and values when working in a Welsh medium early years setting

Assessment criteria

2.1 Adhere to legislation and practice frameworks when working in an early years setting

2.2 Reference theories, theoretical research and models of linguistic development in own practice

2.3 Support effective transitions for children starting and leaving an early years setting including partnership working

2.4 Maintain children’s rights and safeguard children throughout the transition process

2.5 Maintain children’s data protection when working in an early years setting

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Learning outcome:

3. Understand the learning environment within a Welsh medium early years setting

Assessment criteria

3.1 Describe barriers to creating an enabling learning environment for Welsh language

development

3.2 Explain how a well-planned learning environment supports Welsh language

development

3.3 Explain the importance of using research and evidence based practice to improve the

learning environment

3.4 Describe the importance of providing activities that support children’s sense of self-

identity and cultural diversity

Range

Activities - Welsh celebrations, events, traditions, stories, legends, songs, poems and rhymes

Learning outcome:

4. Be able to create an enabling learning environment within a Welsh medium early years setting

Assessment criteria

4.1 Provide a high quality physical learning environment to support development of the Welsh language

4.2 Enable children to influence and contribute to their physical learning environment

4.3 Carry out activities that support children’s sense of self-identity and cultural diversity

4.4 Produce activities that support children’s knowledge and understanding of Welsh celebrations, events and traditions

4.5 Reflect on own practice in developing Welsh language within own childcare setting

Range

Activities: Stories, legends, songs, poems and rhymes

Learning outcome:

5. Understand the importance of planning continuous, focused enhanced provision within a Welsh medium early years setting

Assessment criteria

5.1 Explain how to enrich and challenge the linguistic skills of children whose first language is Welsh

5.2 Describe the influence of research in improving the planning process

5.3 Describe own role in planning for provision within a Welsh medium early years setting

5.4 Explain the purpose of observations and assessments in the planning process

192

Learning outcome:

6. Be able to plan continuous, focused enhanced provision within a Welsh medium early years setting

Assessment criteria

6.1 Plan and develop learning opportunities and experiences that challenge the linguistic skills of children whose first language is Welsh

6.2 Reflect on learning opportunities, experiences and resources delivered to inform future planning

6.3 Use own observations and assessments to influence the planning process

6.4 Produce plans to support individual children’s learning and development needs

6.5 Evaluate and reflect on own role in the planning process

Learning outcome:

7. Understand partnership working in a Welsh medium early years setting

Assessment criteria

7.1 Describe the importance of working in partnership with families/carers and professionals

7.2 Describe the roles and responsibilities of the committee within own early years organisation/setting

7.3 Explain the benefits of establishing good working relationships with other local providers

7.4 Explain the importance of supporting non-Welsh speaking families/carers to support their children

7.5 Describe the benefits of involving families/carers in activities and events

7.6 Describe resources that non-Welsh speaking families/carers can access

to use with their children

to improve their own Welsh language skills

Range

Local providers including schools, community projects/programmes

Learning outcome:

8. Be able to work with key partners in a Welsh medium early years setting

Assessment criteria

8.1 Establish and maintain partnerships with families/carers, professionals and other local providers

8.2 provide ongoing support and information to the committee within your early years organisation/setting

8.3 Access locally and nationally available help and support in developing high quality provision

8.4 Involve children, families/carers in activities and events

193

194

Unit 388 Working in a Welsh medium early years setting

Supporting Information

Evidence requirements

Observe delivery/support of language acquisition with one child through a Welsh medium early years setting

Support non-Welsh speaking parents/carers to access resources and support.

Evidence of planning and evaluation documentation that is completed clearly, accurately and legibly.

Glossary

What is Welsh-medium education?

Welsh-medium education provides opportunities for children and young people to achieve

fluency in the Welsh language through studying a broad range of subjects and disciplines in

Welsh. A child’s English skills will also be developed in English lessons and through

experiencing some aspects of the curriculum in English.

Related legislation

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Welsh medium education strategy

Welsh medium education strategy-next steps

195

Unit 389 Welsh language development in English medium settings

Level: 3

Unit Summary This unit covers the acquisition of the Welsh language in an English medium organisation/setting. Learners will understand the legislation, policies and practice guidelines relating to acquiring a new language and be able to support children in English medium early years settings to enrich their Welsh language skills. The learner will plan and develop learning activities and experiences and be able to reflect on their effectiveness.

Learning outcome:

1. Understand principles and values for working in English medium early years settings

Assessment criteria

1.1 Describe the key legislation and policy context related to Welsh Language Development

1.2 Describe the key practice frameworks relevant to Welsh Language Development

1.3 Explain the impact of own experiences, background and beliefs on working practice

Learning outcome:

2. Be able to apply principles and values to working practice

Assessment criteria

2.1 Embed legislation, policy context and practice frameworks into own working practice

2.2 Adapt own practice to meet the Welsh language needs of children in a childcare setting

2.3 Evaluate own practice and reflect on own role in developing children’s Welsh language skills

Learning outcome:

3. Understand how planning and developing learning activities supports Welsh language development

Assessment criteria

3.1 Explain how children acquire language

3.2 Describe the type of environment that promotes the development of Welsh language and culture

3.3 Explain how the development of Welsh language skills link to other areas of learning

196

3.4 Describe types of learning opportunities and experiences that promote the development of language skills

3.5 Explain the importance of using praise and encouragement

Learning outcome:

4. Be able to plan and develop learning activities to support Welsh language development

Assessment criteria

4.1 Promote the development of children’s Welsh skills through daily routines and continuous provision within the setting

4.2 Plan, develop and implement activities that enhance the continuous provision within the setting

4.3 Work with families/carers to promote children’s Welsh language skills using national and locally available resources

4.4 Reflect on opportunities and experiences that promote the development of Welsh language skills, across different areas of learning

Learning outcome:

5. Understand how assessment influences planning for Welsh language development

Assessment criteria

5.1 Explain the importance of assessments to support children’s Welsh language development

5.2 Describe the links between assessments and key initiatives, frameworks and guidance documents

5.3 Explain the importance of planning assessments prior to carrying them out

5.4 Describe factors that need to be taken into consideration when assessing children’s Welsh language development

5.5 Explain the importance of following policies and procedures of own childcare setting for observations and assessments

Learning outcome:

6. Be able to assess Welsh language development

Assessment criteria

6.1 Assess children’s Welsh language development in line with policies, curriculum frameworks and guidance documents

6.2 Involve children, families/carers during the assessment process

6.3 Use results of assessments to review and plan Welsh language provision

within own childcare setting

for individual children’s holistic plans

6.4 Reflect on own practice in observing children and undertaking assessments linked to their Welsh language development

197

Unit 389 Welsh language development in English medium settings

Supporting Information

Evidence requirements

Observe delivery/support of language acquisition with one child through an English medium early years setting

Evidence of planning and review documentation that is completed clearly, accurately and legibly.

Glossary

What is Welsh-medium education?

Welsh-medium education provides opportunities for children and young people to achieve

fluency in the Welsh language through studying a broad range of subjects and disciplines in

Welsh. A child’s English skills will also be developed in English lessons and through

experiencing some aspects of the curriculum in English.

What is bilingual education?

In some areas of Wales, the provision of bilingual education is the norm. Bilingual education

varies across Wales from education where a large proportion of the curriculum is delivered

through the medium of Welsh, to education where only a few subjects within the curriculum

or a very a small number of lessons are taught through the medium of Welsh.

Related legislation and Policy

Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government

Qualified for Life, Welsh Government 2014

A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015

Welsh medium education strategy

Welsh medium education strategy-next steps

198

Unit 391 Hearing screening

Level: 3

Unit Summary The outcomes used initially here broadly mirror the vision screen draft unit

Learning outcome:

1. Understand principles and policy context relating to hearing screening

Assessment criteria

1.1 Identify hearing screening policy direction and practice guidance for Wales

1.2 Identify the hearing screening schedule for Wales

1.3 Describe ways in which the health screening principles and the concept of informed choice underpin hearing screening

1.4 State sources of information, advice, support and guidance for parents, carers and professionals on hearing screening

1.5 Describe how principles of person/family centred approaches underpin hearing screening

1.6 Explain the benefits of hearing screening

1.7 Explain the risks and limitations of the hearing screening results

1.8 Identify legislation, policy context and codes of practice that underpin work with children who have hearing loss.

Learning outcome

2. Understand the importance of ear health and hearing screening

Assessment criteria

2.1 Describe how the ear works

2.2 Explain what sound is

2.3 Define the term ‘audiology’

Learning outcome:

3. Provide hearing screening services for older babies and children

Assessment criteria

3.1 Produce information available for parents so they can monitor their child’s hearing as they grow and where to seek advice and help if they have concerns

3.2 Describe the different hearing tests used with older babies and children including how they are administered

3.3 Describe how to adapt the screening process for children with additional needs

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3.4 Explain factors to consider when preparing to undertake hearing tests including gathering relevant information/permission from parents and carers

3.5 Demonstrate through observation the application of the screening quality standards, guidance, protocols, policies and procedures that must be followed when hearing screening including infection prevention and control, confidentiality, safeguarding, privacy and dignity, SIDS guidelines and safe use and storage of equipment etc.

3.6 Explain the importance of explaining to parents, carers and children how the hearing screening will be carried out

3.7 Be able to implement good practice guidance and protocols to follow on how the results are recorded, interpreted, reported on and stored

3.8 Describe referral routes/ actions following the results of hearing screening for children

3.9 Explain the importance of notifying other professionals working with the child and their family of results and actions following hearing screening for children

Learning outcome:

4. Understand causes and impacts of hearing defects and loss

Assessment criteria

4.1 Be able to correctly utilise the language and common terms used to describe hearing loss.

4.2 State the causes of hearing loss in babies and children.

4.3 Identify sources of information, advice, support and guidance for parents, carers and professionals on hearing loss.

4.4 Describe the different levels of hearing loss.

4.5 Describe the different types of hearing loss and the impact of hearing loss on a child’s development.

4.6 Identify types of hearing loss and condition

4.7 Identify the types of aids and equipment available for babies and children with hearing loss.

4.8 Identify where to access aids and equipment for children with hearing loss.

4.9 Demonstrate the safe use and maintenance of aids and equipment.

4.10 Describe the different ways in which children with hearing loss can communicate.

4.11 Explain the impact on families and others of a child’s hearing loss.

4.12 Describe how children with hearing loss are monitored and supported on an ongoing basis.

Range

Hearing loss/condition: sensori-neural; conductive; mixed; glue ear.

200

Unit 392 Supporting new and expectant parents

Level: 3

Unit Summary This unit covers the knowledge and practical skills to enable learners to support new and expectant parents. They will develop an understanding of the health and wellbeing needs of infants and their mothers and the guidance that should be provided to new parents and their support networks. Learners will develop practical skills required to effectively support new parents through providing advice, guidance and information on accessing services.

Learning outcome:

1. Understand health and well-being in relation to contraception and ante natal care

Assessment criteria

1.1 Describe the different methods of contraception available

1.2 Outline current schemes and initiatives relating to contraception in Wales

1.3 Define the term ‘pre-conception health’ and ways in which it can be improved

1.4 State the importance of providing up to date, evidence based contraceptive advice and information, in accordance with guidelines

1.5 Describe the ante natal programmes offered in Wales

1.6 Explain the benefits of attending an ante natal group

1.7 Explain the principles of

ante natal care

woman centred care

informed decision making for uncomplicated pregnancies

1.8 Explain the importance of modifiable factors during pregnancy

1.9 Describe what is meant by ‘brief interventions’ such as smoking cessation

1.10 Discuss the impact of domestic violence and use of the domestic violence tool

Range

Pre-conception health: See glossary

Principles: See glossary

Modifiable factors (healthy lifestyles during pregnancy): Diet and vitamins, folic acid, emotional health and well-being, smoking cessation/smoke free environment, substance/alcohol misuse and physical activity

Learning outcome:

2. Be able to embed principles of pre-conception health and ante natal care into own practice

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Assessment criteria

2.1 Provide information and support on pre-conception health, under the supervision of an appropriate professional

2.2 Promote healthy lifestyles during pregnancy

2.3 Follow guidelines, policies and procedures when working with parents to be

2.4 Co-facilitate brief intervention sessions on smoking cessation

2.5 Co-facilitate ante natal group sessions as part of own practice

Range

Information is up to date, evidence based, complies with guidelines

Learning outcome:

3. Understand guidance relating advice and information for parents on health and wellbeing of new-born babies

Assessment criteria

3.1 Identify guidelines, policies, and protocols relating to providing advice and information to parents/carers on the health and wellbeing of new-born babies

3.2 Identify services and partnerships who can provide advice and support to parents/carers

3.3 Describe local policies for child safety

3.4 Describe the rights and responsibilities of parents for their children as defined under the Children's Act 1989

3.5 Identify sources of advice and information to support parents

3.6 Describe methods of reporting concerns about the parent or child’s health, safety or wellbeing

Learning outcome:

4. Understand requirements for the health and well-being of new-born babies and their parents

Assessment criteria

4.1 Describe the needs of babies at the different stages of physical, social, emotional and cognitive development

4.2 Identify trends and changes relating to the care of new-born babies

4.3 State ways in which adopting a healthy lifestyle can enable parents to promote their own health and well-being and that of their babies

4.4 Describe benefits of empowering parents to manage the care of their babies

4.5 Explain the importance of rest and sleep for new-born babies

4.6 Explain principles and practice of infant feeding during the first year of life

4.7 Describe ways in which the needs of new-born babies may affect those who care for them

4.8 Identify potential impacts of family and environment, including parenting capacity on the health and well-being of babies

4.9 Describe factors that increase the risk of significant harm to new-born babies

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4.10 Explain the process for responding to concerns of new-born babies at risk of significant harm

Learning outcome:

5. Provide advice to parents on meeting the health and well-being needs of new-born babies

Assessment criteria

5.1 Explain the purpose of own role to parents

5.2 Explain the importance of confirming the parents understanding of how to promote and protect the health and well-being of their baby

5.3 Empower parents to identify how they could be supported to promote and protect the health and well-being of their baby

5.4 Provide information in a way that enables parents to make informed choices about the care of their baby

5.5 Discuss with parents potential lifestyle changes that will increase their capacity to manage their parenting responsibilities

5.6 Assist parents to develop realistic and achievable plans for promoting and protecting the health and well-being of their baby

5.7 Provide information on how to access services, information and other resources available locally or nationally for parents, including the availability of family planning services

5.8 Update records in line with local policy and protocol

5.9 Agree dates to review progress and requirements

203

Unit 392 Supporting new and expectant parents

Supporting Information

Evidence requirements Observations of the learner should take place when providing support to a parent

during ante natal care and supporting parents with a new-born (first 7 days).

Observe the learner supporting new parents on a minimum of three occasions.

Evidence of documentation/records that are completed clearly, accurately and legibly.

Glossary

Healthy lifestyle - Healthy lifestyle may include diet, nutrition, physical exercise, rest,

stress management

Lifestyle changes - Lifestyle changes may include reference to smoking, reducing

alcohol intake, recreational drugs

Pre-conception health including nutrition, maintaining a healthy weight, drug and alcohol use, pre-existing medical conditions and medication, immunisations, toxic substances and environmental contaminants, violence, mental health concerns and coming off contraception

Principles of ante natal care-woman centred care and informed decision making for uncomplicated pregnancies - current guidelines

Provision of information

Provision and organisation of care

Lifestyles

Management of common symptoms of pregnancy Clinical examinations

Screening

Foetal growth and well being

Related legislation Children's Act 1989

Guidance for delivery Reference to parents in this unit covers carers and guardians where relevant. There may be specific situations where support will need to be provided not to the biological parent but a carer or guardian.