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NVQ Level 4 in Children’s Care,Learning and Development

(CCLD)

Council for Awards in Children’s Care and Education

Patron: Her Majesty the Queen

CANDIDATE HANDBOOK Council for Awards in Children’s Care and Education (Incorporating CEYA, NNEB and NAMCW)Patron: Her Majesty The Queen

CACHE awards on the National Qualifications Framework:

Vocational Related Qualifications (VRQs):• CACHE Entry Level Certificate in Preparation for Child Care (ELC)• CACHE Foundation Award in Caring for Children (CFCC)• CACHE Level 2 Certificate in Child Care and Education (CCE)• CACHE Level 2 Certificate for Teaching Assistants (CTA2)• CACHE Level 2 Certificate in Children’s Care, Learning and Development (CCCLD2)• CACHE Level 2 Certificate in Pre-school Practice (CPP)• CACHE Level 2 Certificate in Playwork (CPW 2004) (formerly Take Ten for Play)• CACHE Level 2 Certificate in Early Years Care and Education (Welsh Medium) (WMC)• CACHE Level 2 Certificate in Supporting Playwork Practice (CSPP)• CACHE Level 2 Award/Certificate in Support Work in Schools (SWS-L2)• CACHE Level 3 Diploma in Child Care and Education (DCE)• CACHE Level 3 Certificate for Teaching Assistants (CTA3)• CACHE Level 3 Certificate in Children’s Care, Learning and Development (CCCLD3)• CACHE Level 3 Award/Certificate/Diploma in Playwork (AP/CP/DP-L3)• CACHE Level 3 Certificate of Professional Development in Work with Children and Young People (CPD)• CACHE Level 3 Supplement to Certificate of Professional Development in Work with

Children and Young People Units 21 & 22• CACHE Level 3 Diploma in Home-based Childcare (DHC)• CACHE Level 3 Diploma in Pre-School Practice (DPP)• CACHE Level 3 Diploma in Playgroup Practice in Wales (DPPW)• CACHE Level 3 Diploma in Early Years Care and Education (Welsh Medium) (WMD)• CACHE Level 3 Certificate in Work with Children (APEL)• CACHE Level 3 Certificate in promoting Children’s Social and Emotional Development (PSED)• CACHE Level 3 Diploma in Supporting Playwork Practice (DSPP)• CACHE Level 3 Award/Certificate/Diploma in Support Work in Schools (SWS-L3)• CACHE Level 3 Award in Early Years and Child Care for Playworkers (AEYCCP)• CACHE Level 3 Award in Playwork for Early Years and Child Care Workers (APEYCCW)• CACHE Level 4 Certificate in Managing Quality Standards (CMQS)

National Vocational Qualifications (NVQs):• CACHE NVQ Levels 2, 3 and 4 in Children’s Care, Learning and Development (CCLD)• NVQ in Health and Social Care (Children and Young People) - Level 3• NVQ in Playwork - Levels 2 and 3• NVQ for Teaching Assistants - Levels 2 and 3• Assessor and Verifier Awards - Levels 3 and 4

Other CACHE awards:• The Key Skills Units

(N.B. This list was correct at time of going to print, more awards may be added at a future date).

Council for Awards in Children’s Care and EducationBeaufort House, 23 Grosvenor Road, St Albans, Hertfordshire, AL1 3AWTelephone: 0845 347 2123 Fax: 01727 818618 Website: www.cache.org.ukReg. Charity No. 1036232 Reg. Company No. 2887166 500/1365/8Qualification Accreditation Number 100/5517/4

CACHE

Candidate Handbook

Level 4 NVQ in Children’s Care, Learning and Development

© CACHE 2005

Except as allowed by law, or where specified in the text, no part of this publicationmay be reproduced or transmitted in any form or by any means without prior permissionfrom the Council for Awards in Children's Care and Education.

Qualification Accreditation Number 100/5517/4

Published in Great Britain by CACHE

First edition 2005 Book code 100/5517/4

Publication dateNovember 2005

PublisherCouncil for Awards in Children's Care and EducationBeaufort House, 23 Grosvenor Road, St Albans, AL1 3AWTelephone 01727 818616

Registered Company No: 2887166Registered Charity No: 1036232

Printed in England byCorporate Document Services8 Faraday RoadRabans Lane Industrial EstateAylesburyBucksHP19 8RY

Contents

Introduction 1

About this handbook 3

What is an NVQ? 4

What is the difference between an NVQ and a VQ? 4

What is an NVQ assessment centre? 5

What is the structure of an NVQ? 6

Level 4 Units 7

How will I be assessed? 9

How long will it take to complete my NVQ? 10

What will happen if I stop doing my award? 10

What do I do if I think I am being unfairly or inappropriately assessed? 10

What are Key Skills? 11

Does it matter what kind of setting I am working in? 11

What are the principles and values of Children’s Care, Learning and Development? 12

What age range of children must I be working with? 12

What is holistic assessment? 13

Can I choose my optional units? 13

Can I start straight away answering all the knowledge statements? 13

How to gather and log your evidence 14

What is a portfolio? 14

The different kinds of evidence 14

Must I have different sorts of evidence? 15

How do I complete the Unit Assessment Records (UAR’s)? 18

What are ‘evidence requirements’? 18

Section 1 - Recording Forms 19Assessment Plan 23

Evidence Record 25

Professional Discussion 27

Assessor Feedback to Candidate 31

Witness Status List 33

Unit Assessment Record 35

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Level 4 NVQ in Children’s Care, Learning and Development Contents

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Contents Level 4 NVQ in Children’s Care, Learning and Development

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Section 2 - Unit Assessment Records and Standards 37Unit Checklist 39

Please note only the mandatory units are included in Section 2. The optional Units are

on the disk attached to the inside front cover of this handbook.

Section 3 - Mapping of Key Skills Level 4 can be found on the CACHE website

Section 4 - Key Words and Concepts 327

Section 5 - Appeals Procedure and Confidentiality 337

© CACHE 2005

Level 4 NVQ in Children’s Care, Learning and Development Introduction

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Introduction

The CACHE Level 4 NVQ Children's Care Learning and Development:

• provides a National Vocational Qualification for candidates who work with or wish towork with children aged 0-16 in settings or services whose main purpose is children'scare, learning and development

• provides a qualification for those whose working role calls for competence across avaried range of responsibilities

• provides the values and principles that underpin the National Occupational Standards(NOS) at Level 4

• allows progression to related 'higher level' awards such as management or you maywish to diversify and extend your skills and knowledge through continuing professionaldevelopment

• encourages lifelong learning

• provides sign posting to Key Skills

Is this qualification suitable for me?

It is expected that candidates will be:

• people already working in settings or services whose main purpose is children's care,learning and development with children aged between 0-16 and their families

• recent entrants to the sector who want to work in settings or services whose mainpurpose is children's care, learning and development with children aged between 0-16and their families

'Level 4 qualifications recognise specialist learning and involve detailed analysis of a highlevel of information and knowledge in an area of work or study. Learning at this level isappropriate for people working in technical and professional jobs, and/or managing anddeveloping others.'

Within children's care, learning and development examples of roles at Level 4 are:

• childminding network coordinator

• pre-school adviser

• centre manager

• area SENCO

• senior practitioner involving high-level skills with children and families

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Introduction Level 4 NVQ in Children’s Care, Learning and Development

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Level 4 qualifications are for managers or lead/senior practitioners, peripatetic advisers andsupport workers. The mandatory units do not normally preclude such candidates fromaccessing assessment, although it is always necessary to check job roles against thestandards as part of initial guidance. There are standards available for those with someadditional specialist roles such as children's information services, or quality assuranceschemes assessors and these may form part of qualifications in some cases or form abasis for continuing professional development.

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About this handbook

Welcome to your NVQ

This is your candidate handbook, which is designed to help you understand the NVQprocess - whether you have done an NVQ before or not - and how to gain your NVQqualification in Children's Care, Learning and Development (CCLD).

This handbook contains an Introduction and 5 Sections:

• The Introduction will hopefully:

• answer any queries you may have about NVQs in general

• deal with any specific questions you may have about this particular qualification in Children's Care, Learning and Development

• give you guidance about assessment and how to collect evidence for each unit

• Section One contains the recording forms

• Section Two contains the Unit Assessment Records and National OccupationalStandards for the core and optional units

• Section Three contains the Signposting to Key Skills

• Section Four contains the key words and concepts

• Section Five contains information about the Appeals procedure and confidentiality

We wish you well at the start of this learning journey and hope you enjoy thechallenge and the experience. Remember this is a qualification which is awardedto you because you are competent in your job and have reached the NationalOccupational Standard.

It means you can do the job, and know how and why you are doing it!

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What is an NVQ?NVQ stands for National Vocational Qualification. An NVQ is gained by a candidate provingto an assessor that they are competent in the work they do.

An NVQ is based on a set of National Occupational Standards that have been developed bythe relevant Sector Skills Council. The development of these National OccupationalStandards (the standards) was facilitated by the National Day Nurseries Association onbehalf of the sector and funded by the Children's Workforce Unit of the DfES. Highlyexperienced practitioners have written these standards, and they basically describe thevarious components of a particular job.

A person who registers to do an NVQ is called a candidate and to gain their NVQ, acandidate has to show by various means that they can meet all the criteria laid down in thestandards through doing their everyday work. They do this by gathering evidence from theirwork practice and by being observed at work by an assessor - this assessor will be suitablyqualified and experienced and will have been allotted to a candidate when they registeredwith an assessment centre.

It is your responsibility to provide sufficient evidence of your competence in practice and inyour knowledge to your assessor in order to achieve your NVQ award.

What is the difference between an NVQ and a VQ?VRQ stands for vocationally related qualification (VQ for vocational qualification). Thesequalifications comprise a training course that cover the skills and knowledge required in ajob at a certain level. To qualify, a student must attend a course and successfully completea number of assessable assignments or tests.

An NVQ is achieved by proving competence in the workplace against a set of nationallybased standards (which means a candidate should already have knowledge andunderstanding at this level and already be experienced at doing the job). A NVQ candidateachieves their NVQ by being assessed in the workplace by a qualified NVQ assessor toprove that competence in practice and in the relevant knowledge.

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What is an NVQ assessment centre?NVQ assessment centres are usually based within training organisations or educationalinstitutions but sometimes may exist in their own right. An assessment centre comprises thefollowing people.

Assessor - this person is suitablyexperienced and qualified in the subjectthey are assessing and will have alsogained their assessor's award (eitherD32/D33 or the more recent A1), whichqualifies them as an assessor. A traineeassessor is someone who is workingtowards their assessor's award and soall their assessment judgements on acandidate are overseen andcountersigned by a qualified assessoruntil they have gained their award. Anassessment centre may have one orany number of assessors. An assessormay or may not also be an internalverifier.

Expert witness - Given the nature of thework with children and their families,which may from time to time, includesensitive situations requiring confidentiality,there may be a need to make use ofExpert Witnesses as an importantsource of performance evidence in theworkplace. Expert witnesses can bedrawn from experienced individuals whocan attest to the candidate's performancein the workplace e.g. line managers orother experienced colleagues. This mayprove particularly important for thosecandidates who work unsupervised, butwho have contact with a range of differentprofessionals in the course of their workactivities.

Internal Verifier - this person is alsosuitably experienced and qualified in thefield of work that the centre isassessing. They will also have both anassessor's award and an internalverifier's award (D34 or the more recentV1). The internal verifier has three roles:-to support assessors, to sample andmonitor assessment judgements tocheck these are fair and sound, and toorganise standardisation meetings toensure that judgements made bydifferent assessors are similar, on anequal footing and at the same standard.

An assessment centre will have appliedto and been approved by an awardingbody to offer their NVQs. The awardingbody has a team of external verifiersfor each NVQ and appoints an externalverifier to every assessment centre. Theexternal verifier normally visits anassessment centre twice a year to checkthat the centre is operating properly andeffectively, within QCA and awardingbody guidelines/regulations.

Centre Co-ordinator - this is the person who usually deals with enquirers and withqueries, is responsible for administration and for liaising with an awarding body over theregistration and certification of NVQ candidates. This person may or may not also bean assessor or internal verifier.

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The following diagram illustrates how it all works.

Sector Skills Council Accrediting Body(e.g. QCA; SQA; ACCAC )

Responsible for developing national Accredit awarding bodies to standards for vocational qualifications award NVQs

Awarding Body eg. CACHE

approves assessment centres, registers candidates,monitors quality and issues certificates

Assessment Centre

Approved by awarding body offer and co-ordinate assessment to offer of specific NVQs

External Verifier Expert Witness

Works for the Awarding Body; Approved and inducted by themonitors assessment and internal assessment centre to offer assessment

quality assurance of approved centres for a specialist unit or if the assessor is unavailable

Assessor Internal verifier

Works for the assessment centre. Works for assessment centreAssesses candidate's evidence to ensure consistency andof competence in practice and quality of assessment within

in knowledge the centre

Candidate

Individual seeking certification for their competence

What is the structure of an NVQ?An NVQ is a qualification based on the occupational standards and these are grouped intoa number of units; some of these may be mandatory units, some may be optional units.This means a candidate must do the mandatory units, but may choose from a range ofoptional units to do the number of units prescribed.

Level 4 UnitsThe proposed NVQ/SVQ is a 9-unit qualification comprising 4 mandatory units plus5 option unit.

Mandatory units

CCLD 401 Establish and develop working relationshipsCCLD 402 Support policies, procedures and practice to safeguard children and ensure

their inclusion and well-beingCCLD 403 Support programmes for the promotion of children’s developmentCCLD 404 Reflect on, review and develop own practice

Choose 5 from the following options

CCLD 405 Co-ordinate provision for babies and children under 3 years in partnership with their families

CCLD 406 Develop and support children’s early learning in partnership with teachersCCLD 407 Support and evaluate the curriculum for children’s early learningCCLD 408 Evaluate, assess and support the physical, intellectual, emotional and social

development of childrenCCLD 409 Evaluate, assess and support children’s communicationCCLD 410 Evaluate, assess and support children’s creativityCCLD 411 Evaluate, assess and support children’s mathematical learning, exploration

and problem solvingCCLD 412 Evaluate and co-ordinate the environment for children and familiesCCLD 413 Develop and implement operational plans for your area of responsibilityCCLD 414 Co-ordinate and support provision for disabled children and those with

special educational needsCCLD 415 Co-ordinate special educational needs for early education with a local areaCCLD 416 Assess quality assurance schemes against agreed criteriaCCLD 417 Establish and sustain relationships with providers of services to children and

familiesCCLD 418 Co-ordinate and support the revision of policies, procedures and practice for

registration and inspectionCCLD 419 Contribute to the enhancement of early education for childrenCCLD 420 Research and develop an area of practiceCCLD 421 Provide information about children and families’ servicesCCLD 422 Co-ordinate work with familiesCCLD 423 Manage multi-agency working arrangementsCCLD 424 Obtain additional finance for the organisationCCLD 425 Provide leadership in your area of responsibilityCCLD 426 Encourage innovation in your area of responsibilityCCLD 427 Allocate and monitor the progress and quality of work in your area of

responsibilityCCLD 428 Ensure health and safety requirements are met in your area of responsibilityCCLD 429 Provide learning opportunities for colleaguesCCLD 430 Manage finance for your area of responsibilityCCLD 431 Contribute to the leadership and management of integrated childcare

provisionCCLD 326 Safeguard children from harmCCLD 333 Recruit, select and keep colleagues

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A unit - mandatory or optional - describes a particular function within a job and breaks itdown to list the specific activities or duties this comprises. A unit therefore includes thefollowing components.

Elements An element describes one distinct aspect of the function depictedby the unit. For example, CCLD 401 Establish and developworking relationships: is a Level 4 unit which is broken down intothe following elements:

1. Establish and develop working relationships with colleagues

2. Establish and develop working relationships with other professionals and agencies

3. Encourage and facilitate others to reflect on practice and share knowledge

Each element describes a different aspect of the unit title.

Each element is then broken down further into performance criteria,which means "What you must do".

Performance Criteria This list indicates the several things that you must do in order todemonstrate that you can for instance prepare and maintain a safeand healthy environment and meet the National Standard.Examples are:

CCLD 401.1.1 Initiate relationships with colleagues that helpthem adjust to and develop their roles andresponsibilities

CCLD 401.1.3 Identify and agree how you will communicatewith each other

What you must know Finally, not only must you show that you can do everythingand understand listed in each element, you must also show that you have the

knowledge and understanding that underpins your actions. Thisknowledge and understanding is listed in a number of statementsat the back of each unit.

How will I be assessed?When you first apply to an assessment centre to do an NVQ, the centre should check outthat:

a) you already have some experience and knowledge of working with children

b) you are working in a childcare setting. This may be done via an interview, a site auditand/or a site visit

If all is well, you will then undergo an induction process, be allocated an assessor andregistered with the awarding body. Many of the points in these early sections of thehandbook should be explained to you together with advice on how to organise and buildyour portfolio of evidence. You should also be given copies of assessment centre policies,procedures and other documentation and it should be made clear what is expected of youand what you can expect from both your assessor and the assessment centre. The centreshould additionally check whether you have any particular assessment requirements,learning needs or disabilities and ensure that you have the support and resources you need.You are then ready for assessment to begin.

There are a number of ways that you will be assessed, that are linked into the different kindsof evidence that can prove your competence. For information about the different kinds ofevidence, see The different kinds of evidence later in this Introduction.

When you first start your NVQ, your assessor will talk to you about what you do and willcome and observe you working in your normal working situation. Your assessor will look ateverything you do, and record it, so that nothing is wasted. We call this 'holisticobservation'.

Your assessor will be able to plan with you how to get evidence for certain units that mayinvolve collecting work products - for example units like:

CCLD 404 Reflect on review and develop own practice

CCLD 409 Evaluate, assess and support children’s communication

Your assessor will meet with you regularly to:

a) help you to plan getting your evidence

b) give you feedback on evidence that has been assessed

c) ask you questions or have a professional discussion that will elicit further evidence

Your assessor will also explain further to you how to log your evidence, see How to gatherand log your evidence later in this Introduction.

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How long will it take to complete my NVQ?This depends on a number of things:

• How experienced you are in your job

• How often you work

• How much time you give to gathering and logging your evidence

• Your assessment centre may have set time limits because of funding restrictions

• Your registration with CACHE lasts for three years (providing the award has three yearsshelf-life left) and you would normally be expected to complete within this timescale.Under certain circumstances it may be possible to reregister but you would need to talkto your assessment centre about this

What will happen if I stop doing my award?• If you have to stop doing your NVQ, you must discuss this with your assessment

centre. Most assessment centres will support you in returning to your award at any timewithin the registration period, but there may be financial implications in doing this.

• If you are moving to another area of the country, it may be possible to transfer yourregistration to another centre. Again speak to your assessment centre about this.

• If you are not going to finish your award, the assessment centre can obtain unitcertification for any units that you have completed.

What do I do if I think I am being unfairly orinappropriately assessed?Every assessment centre should have its own complaints procedures and in the firstinstance, you should always follow this. It may be that there has been a misunderstandingon your part, it may be a personality clash between you and your assessor or it may bepoor assessment practice. Whatever the reason, lodging the actual complaint is the firststep to resolving the issue.

If however, you do this and are still unsatisfied, feeling sure that the assessment centre isnot practising properly, then you should contact CACHE. Your assessment centre shouldgive you at induction, a copy of CACHE's complaints procedures so that you will knowexactly who to contact. This will then be followed up with your assessment centre to ensurethe issue is resolved.

What are Key Skills?Some candidates undertaking an NVQ are also undertaking an apprenticeship in theirsubject with an employer. As well as their NVQ, apprentices additionally take their Key Skillsawards - these are as follows.

• Working with Others • Information Technology

• Communication • Improving own Learning and Performance

• Application of Number • Problem Solving

It is highly likely that in the process of gaining evidence for the CCLD NVQ, apprentices aresimilarly gaining evidence for various key skills units. Each CCLD unit therefore also showsthe likely opportunities where this can occur.

Does it matter what kind of setting I am working in?Yes it does. You need to be working with children and/or young people in a child caresetting. The standards are for people who work with children from 0 to 16 years (and theirfamilies) in settings or services whose main purpose is children's care, learning anddevelopment. The settings are varied and it is not possible to list them all, but the followingare examples:

It is important to note that the standards at Levels 2 and 3 are designed primarily for thoseengaged in face-to-face work with children and families. However some units at Level 3 andmany at Level 4 are suitable for those in supervisory, management, support or peripateticroles.

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• Daycare

• Crèches

• Childminders' own homes

• Nannies or home child-carers in thechild's own home

• Schools

• Pre-schools/playgroups

• Children's centres

• Extended schools

• Hospitals

• Primary care

• Community based services

• SureStart programmes

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What are the principles and values of Children's Care,Learning and Development?These are the 'foundation stones' of the NVQ and a thorough understanding of these isnecessary to properly interpret the occupational standards.

There are 3 principles, which underpin everything you do:

1st principle 2nd principle 3rd principlethe welfare of the child practitioners contribute practitioners work with

is paramount to children's care, parents and families who arelearning and development partners in the care, learning

and this is reflected in every and development of their aspect of practice and children and are the child’s

service provision first and most enduringeducators

There are 9 values, which go alongside these principles

1. The needs, rights and views of the child are at the centre of all practice and provision

2. Individuality, difference and diversity are valued and celebrated

3. Equality of opportunity and anti-discriminatory practice are actively promoted

4. Children's health and well-being are actively promoted

5. Children's personal and physical safety is safeguarded, whilst allowing for risk andchallenge as appropriate to the capabilities of the child

6. Self-esteem, resilience and a positive self-image are recognised as essential to everychild's development

7. Confidentiality and agreements about confidential information are respected asappropriate unless a child's protection and well-being are at stake

8. Professional knowledge, skills and values are shared appropriately in order to enrich theexperience of children more widely

9. Best practice requires reflection and a continuous search for improvement

What age range of children must I be working with?The answer is whoever you are working with. If you work with children aged anywherebetween 0-16, or any combination of age groups you can get your NVQ as long as you arein a children's care, learning or development setting. You will be required to showknowledge and understanding of the age range 0-16 in several places, but in practice yourevidence will come from whoever you work with.

What is holistic assessment?This means that although the child care job is broken down into various units as we haveseen, you should not be assessed unit by unit. When your assessor observes you at works/he will see evidence for a number of different units and this must all be recorded andlogged. It also means that your assessor should see consistent evidence over a period oftime. Every performance criterion in every element in every unit needs to be met on at leastone occasion, (and very often it will be seen more than once) - assessing holistically viaobservation over a number of visits helps this to happen naturally.

Can I choose my optional units?Yes you can - it makes sense of course to choose those units describing work you regularlydo. Talk to your assessor about which units you feel are best for you.

Can I start straight away answering all the knowledgestatements?The first thing to understand, is that the knowledge statements are not questionsto be answered! A number of these statements start with the words 'how to'. Many ofthese can be met through your assessor observing you and other questions that yourassessor asks you after an observation, will probably meet others too.

The second point is that in NVQs generally, these knowledge statements are meantto relate to practice, i.e. you show your knowledge and understanding of your practice -why you do what you do. Your evidence therefore should give real-life examples from yourwork and not be 'classroom-based' theoretical answers.

If you are someone who likes writing, then once you have understood the above, by allmeans begin to collate your practice-based knowledge evidence if you wish. However, dobe aware that much of it can be met via observation and professional discussion with yourassessor, and can be recorded in other ways. (See earlier notes on professionaldiscussion).

Knowledge evidence can come from all types of evidence. Explanation of work products,reflective accounts and professional discussion are good sources which show yourknowledge through your practice.

Your assessment centre may also provide opportunities for you to evidence yourknowledge, including helping you find out information in order to have a professionaldiscussion with your assessor.

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How to gather and log your evidence

What is a portfolio?

A portfolio is a file in which you keep all your evidence. Your assessor will talk with you abouthow to organise this file - different centres do it in different ways. Basically every piece ofevidence needs to be numbered and logged against the standards it meets.

The different kinds of evidence

Observation

Your assessor will need to see you at work on a number of different occasions and byrecording what you are seen doing and saying, will gather evidence for you. Theseobservations are then mapped against the performance criteria lists in the units andeverything that you have covered is recorded and later agreed with you. Sometimes it maybe mapped against the knowledge evidence also. There should be direct observationincluded in all elements as evidence.

These observations are then mapped against the performance criteria lists in the units andeverything that you have covered is recorded and later agreed with you. Sometimes it maybe mapped against the knowledge evidence also.

Expert witness evidence

Given the nature of the work with children and their families, which may from time to timeinclude sensitive situations requiring confidentiality, there may be a need to make use ofexpert witnesses as an important source of performance evidence in the workplace. Expertwitnesses can be drawn from experienced individuals who can attest to the candidates'sperformance in the workplace. This may include line managers or other experiencedcolleagues from inside an organisation or from other agencies. This may be particularlyimportant for candidates who work unsupervised, but have contact with a range of differentprofessionals in the course of their work.

Witness testimony

There will be many times when you do particular things and your assessor is not there toobserve you. Someone else who was there e.g. a colleague or a parent, could give you anauthenticated statement of what you did and said, thereby providing you with evidence.

Reflective account

You may write up yourself an account of something you have done and said at work thatincludes some reflection on your performance and whether next time you might behavedifferently. You can also give an oral reflective account to your assessor maybe in responseto a question about your practice, or to evidence your knowledge and understanding. Yourassessor will need to record the oral account either on tape or in writing.

Work based evidence

These are things produced in the course of your work that can provide evidence of yourcompetent performance, for example, minutes of staff meetings, plans or checklists youhave drawn up, and reports or procedures you have written. This can also provide evidenceof your knowledge and understanding.

Professional discussion

Your assessor will at times want to engage you in conversation in order to understand whyyou did and said certain things. Such a discussion draws out a depth and breadth ofknowledge and understanding and also establishes the rationale behind your actions. Thesediscussions will be recorded on tape or in writing and again will be mapped against thestandards to show exactly what has been 'proved'. You should prepare for thesediscussions so that you are clear about what you need to discuss with your assessorbeforehand.

Must I have different sorts of evidence?You don't have to - if your assessor could observe everything (including your knowledge)that would be fine but this is unlikely.

Assessment of competence in practice

Direct observation of your performance by the assessor, will be the main method ofassessment of your competence. Other people may provide additional or secondaryevidence of your performance. Reflective accounts are also likely to be a key source ofevidence since you have to show that you are reflective and consider your own practice aspart of a continuous improvement cycle.

Assessment of knowledge and understanding

Assessment of your knowledge and understanding should wherever possible be carried outduring performance to ensure that theory and practice are linked and your assessor willshow this in the recording of their observations.

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If you turn to the second page of each unit, you will see the "Key to Methods of EvidenceGathering". Whatever types of evidence you have, these must be logged according to therelevant key letter - your assessor will show you how. The key methods are explained furtherbelow.

Key Letter A - Direct Observation

This is the letter for direct observations made and recorded by your assessor. Holistic directobservations from your assessor over a period of time will be your major form of evidence.These will be the primary sources of evidence.

Key letter B - Recorded Oral and Written Questions

This refers to records of questioning by your assessor. They may be asked verbally andwritten down by the assessor at the time, or the assessor may write down the questionss/he wants to ask and give them to you to write in your answers for later checking ordiscussing.

Key letter C - Witness testimony

Witnesses are other people who may have been present at a particular incident, or are ableto provide evidence of consistency in practice, but are not on the centre's register as expertwitnesses.

Key letter D - Expert witness evidence

This is evidence usually in the form of observations, which are carried out by expertwitnesses who are approved and trained by the assessment centre. They can be used forconfidential matters where it may be inappropriate for the assessor to be present, or forspecialist units where the assessor may need help in assessing that particular unit.

Key letter E - Case Studies, Assignments or Projects

Occasionally, you may be asked to do one of the above to provide evidence. This mayhappen if for some reason there is no naturally occurring evidence already available. Makesure you are clear why you are doing this and what evidence it should generate.

There is also a mandatory unit in CCLD which is concerned with 'using new knowledge andskills to develop practice' (CCLD 204.2). Any evidence of knowledge your produce can beused within this unit to show how it has influenced your practice. Nothing is ever wastedin NVQ.

Key letter F - Reflective Accounts

This is a written or oral account of your work where you reflect on what you have done, howyou did it and whether it was successful, and how you might change it if you did it again. If itis an oral account there still needs to be a permanent record of it in your portfolio forreference. Reflective accounts are also useful to provide evidence for events that happen.

Key letter G - Professional discussion

Your assessor will at times want to engage you in conversation in order to understand whyyou did and said certain things. Such discussions draw out a depth and breadth ofknowledge and understanding and also establishes the rationale behind your actions. Thesediscussions will be recorded on tape or in writing and again will be mapped against thestandards to show exactly what has been 'proved'. You should prepare beforehand forthese discussions so you are clear about what you need to discuss with your assessor.

Key letter H - Work Products

This evidence covers anything you have produced in your working practice. Work plans andwork based products e.g. minutes of meetings, reports, curriculum plans, displays,photographic records of children's work, leaflets, child observations and assessments.Photographs and audio-visual records of children are not appropriate and should not beused. Remember you must have produced it and children should not be identifiable in it.

Key letter I - Simulation

This does not happen very often. Simulation can only be used where it is clearly indicated inthe evidence requirements and then only if no naturally occurring evidence is available. If ithas to be used, simulation must be as realistic as possible and your response to it must beconsistent with the policies and practices of your setting. It should be agreed between youand your assessor at the planning stage.

Key letter J - Evidence from prior experience and learning that demonstrably matchesthe requirements of the standards.

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How do I complete the Unit Assessment Records(UAR's)?In every unit against all the standards entitled 'performance criteria', are boxes to record yourevidence - these are the UAR's. You must also ensure that the first page of every unit - theUnit Signature Sheet (USS) - is properly filled out with all the necessary details and signedand dated when that unit is complete. Please note that all details must be completedin ink and correction fluid must never be used on an UAR or USS.

When, how and who completes the UAR's is something you should discuss with yourassessor, but two things can be clarified here:

• these must be completed on an ongoing basis as evidence is generated

• only assessed evidence is recorded here, ie. evidence where your assessor (not you!)has decided exactly what it proves

What are 'evidence requirements'?These are part of requirements of the National Occupational Standards. They state clearlywhat evidence is required for each unit and these must be adhered to. They will bespecified for each unit and you and your assessor should check when you are planningyour award.

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Section 1

Recording Forms

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Section 1

Recording Forms

Introduction

It is necessary under the NVQ code of Practice 2001 for centres to keep copies of theforms (for 3 years) to provide evidence that the assessment process has taken place foreach candidate and that it has been fair, safe, valid and reliable. Therefore the assessmentplans and assessor feedback records are mandatory and must be kept in centres for 3 years.

CACHE have provided examples of these forms. Centres are welcome to use these or theycan devise their own forms providing they meet the requirements of the NVQ Code ofPractice 2001 and reflect the current A1/A2 and V1 standards.

Examples of other useful forms have also been provided, e.g. evidence record, witnessstatus list and professional discussion record. Whilst centres need to use these forms orsimilar ones, it is not necessary to keep copies of these in the centre for 3 years.

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Assessment Plan

Award: Date:

Candidate's Name: Candidates PIN Number:

Assessor's Name:

Evidence Type Date of Assessment Achieved/date

Arrangements for giving feedback and dates:

Units that may be covered for performance criteria, knowledge and scope:

Review of assessment plan: Date:

Agreement box

Candidate’s signature: Date:

Assessor’s signature: Date:

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Assessment Plan

Evidence Type Date of Assessment Achieved/date

Direct observation at playgroup 12th April 2005 Yesbetween 10am and 12.30 pm 12/04/05

Work product 12th April 2005 Yes12/04/05

Arrangements for giving feedback and dates: Orally after direct observations 12/04/05. Written feedback by 21/04/05

Units that may be covered for performance criteria, knowledge and scope:

Review of assessment plan: Date:

Agreement box

Assessment plan discussed and agreed

Candidate’s signature: Jenny Smith Date: 21/04/05

Assessor’s signature: John Foley Date: 21/04/05

Award: Children’s Care, Learning and Date: 01/04/05Development (CCLD) Level 4

Candidate's Name: Jenny Smith Candidates PIN Number: 05/1234

Assessor's Name: John Foley

SAMPLE

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Evidence Record

Award: Date:


Assessor's Name:

Evidence Type (Please tick as appropriate)

Direct observation of process Witness testimony

Direct observation of product Reflective account

Questions & answers Accreditation of prior learning

Expert witness evidence Others:(optional units only) (please state)

Recording Unit EI. P.C Kn. Sc.

Assessor’s comments:

Candidate’s comments:

Agreement box



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Evidence Record (continuation sheet number ...)

Award: Date:


Assessor's Name:

Agreement box



Recording Unit EI. P.C Kn. Sc.

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CACHE Level 4 NVQ inChildren’s Care, Learningand DevelopmentProfessional Discussion

Centre

Centre Name

Centre Number

Centre

Award

Unit/s

Plan

Candidate

Assessor

Areas to be covered

State when the professional discussion is planned to cover

Performance criteria

Knowledge specification

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Methods of Discussion

1. Presentation and Questions 2. Use of scenarios and Questions

3. Questions in ‘what if’ style 4. Other Method - please state below

Date of Planned Discussion

Time of Planned Discussion

Venue for Planned Discussion

List any tasks or reading as part of the preparation:

Candidate’s signature Date

Assessor’s signature Date

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Record of Professional Discussion

Date: Time

Venue

Assessor

Record of Discussion PC KE



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Record of Professional Discussion

Record of Questions - Prepared by Assessor PC KE

Record of Supplementary Questions PC KE



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Assessor Feedback to Candidate

Award: Date:


Assessor's Name:

Feedback to candidate(This must relate to the agreed assessment plan and must clearly state evidence judgedwith judgement decisions).

Was the assessment process

Fair Safe Valid Reliable(please tick if yes)

Action required

Candidate’s comments

Agreement box



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Witness Status List(Please PRINT all names clearly)

Centre

Centre Name

Centre Number

Candidate’s Name: Candidate’s PIN Number:

Assessor’s Name:

Authorisation



Name and contact

number of witness

Professionalrelationship of

witness tocandidate

Unit(s) elements etc.

witnessed

Witnesssignature

DateD32 & D33

A1/A2

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Unit Assessment Record

Unit Signature Sheet(Please PRINT all names clearly)

Centre

Centre Name

Centre Number

Unit Title: CCLD 401 – Establish and develop working relationships

Element Date of Assessor’sCompletion Initials

CCLD 401.1 – Establish and develop working relationships with colleagues

CCLD 401.2 – Establish and develop working relationships with other professionals and agencies

CCLD 401.3 – Encourage and facilitate others to reflect on practice and share knowledge

Candidate Declaration

Candidate name: Candidate PIN No.:

I confirm that competence has been demonstrated in all the elements of this unit throughthe agreed assessment procedures. I am satisfied with the ways the process ofassessment(s) was conducted and the outcome. I declare that this is entirely my ownwork.

Candidate's signature: Date:

Assessor/Verifier Signatures

I certify that the candidate has demonstrated competence in all the elements of this unitthrough the agreed assessment procedures and that it is entirely their own work.

Assessor's name: Date: Signature:

Countersignature's name: Date: Signature:(if applicable)

I confirm that I have sampled/not sampled this unit (please delete as appropriate)

Internal Verifier's name: Date: Signature:

Countersignature's name: Date: Signature: (if applicable)

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Key to Evidence Gathering Methods

Key Letter A: Direct Observations

Key Letter B: Oral and written questions

Key Letter C: Witness Testimony

Key Letter D: Expert Witness Evidence (optional units only)

Key Letter E: Case Studies, projects, assignments

Key Letter F: Reflective Accounts

Key Letter G: Professional Discussion

Key Letter H: Work Products

Key Letter I: Simulation

Key Letter J: Accreditation of prior learning

Section 2

Unit Assessment Records and

Standards

Please note only the mandatory units are included in this section. The optionalunits contained in pages 87-324 are on the disk attached to the inside frontcover of this handbook.

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Unit Checklist

You can use this checklist to tick the units when you have completed them.

Mandatory unitsAccreditation Unit Unit title Pages UnitsNumber

K/103/3438 CCLD 401 Establish and develop working 43 ❏relationships

M/103/3439 CCLD 402 Support policies, procedures and 53 ❏practice to safeguard children and ensure their inclusion and well-being

H/103/3440 CCLD 403 Support programmes for the 65 ❏promotion of children’s development

K/103/3441 CCLD 404 Reflect on, review and develop 79 ❏own practice

Optional unitsAccreditation Unit Unit title Pages UnitsNumber

M/103/3442 CCLD 405 Co-ordinate provision for babies 87 ❏and children under 3 years in partnership with their families

T/103/3443 CCLD 406 Develop and support children’s 95 ❏early learning in partnership with teachers

A/103/3444 CCLD 407 Support and evaluate the 103 ❏curriculum for children’s early learning

F/103/3445 CCLD 408 Evaluate, assess and support the 111 ❏physical, intellectual, emotional and social development of children

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Accreditation Unit Unit title Pages UnitsNumber

J/103/3446 CCLD 409 Evaluate, assess and support 121 ❏children’s communication

L/103/3447 CCLD 410 Evaluate, assess and support 131 ❏children’s creativity

R/103/3448 CCLD 411 Evaluate, assess and support 141 ❏children’s mathematical learning, exploration and problem solving

Y/103/3449 CCLD 412 Evaluate and co-ordinate the 151 ❏environment for children and families

L/103/1598 CCLD 413 Develop and implement 159 ❏operational plans for your area of responsibility

L/103/3450 CCLD 414 Co-ordinate and support 167 ❏provision for disabled children and those with special educational needs

R/103/3451 CCLD 415 Co-ordinate special educational 177 ❏needs for early education within a local area

Y/103/3452 CCLD 416 Assess quality assurance 185 ❏schemes against agreed criteria

D/103/3453 CCLD 417 Establish and sustain 191 ❏relationships with providers of services to children and families

H/103/3454 CCLD 418 Co-ordinate and support the 197 ❏revision of policies, procedures and practice for registration and inspection

K/103/3455 CCLD 419 Contribute to the enhancement 205 ❏of early education for children

M/103/3456 CCLD 420 Research and develop an area 213 ❏of practice


T/103/3457 CCLD 421 Provide information about 219 ❏children and families’ services

A/103/3458 CCLD 422 Co-ordinate work with families 225 ❏

T/103/3460 CCLD 423 Manage multi-agency working 233 ❏arrangements

Y/103/1619 CCLD 424 Obtain additional finance for 239 ❏the organisation

H/103/1588 CCLD 425 Provide leadership in your area 249 ❏of responsibility

K/103/1592 CCLD 426 Encourage innovation in your 257 ❏area of responsibility

D/103/1590 CCLD 427 Allocate and monitor the 265 ❏progress and quality of work in your area of responsibility

K/103/1589 CCLD 428 Ensure health and safety 275 ❏requirements are met in your area of responsibility

F/103/3459 CCLD 429 Provide learning opportunities for 283 ❏colleagues

L/103/1603 CCLD 430 Manage finance for your area 293 ❏of responsibility

A/103/3461 CCLD 431 Contribute to the leadership 303 ❏and management of integrated childcare provision

D/103/3422 CCLD 326 Safeguard children from harm 309 ❏

A/103/1595 CCLD 333 Recruit, select and keep colleagues 317 ❏

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Centre

Centre Name

Centre Number

Unit Title: CCLD 401 – Establish and develop working relationships


CCLD 401.1 – Establish and develop working relationships with colleagues

CCLD 401.2 – Establish and develop working relationships with other professionals and agencies

CCLD 401.3 – Encourage and facilitate others to reflect on practice and share knowledge












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CCLD 401 Establish and develop workingrelationships

Elements of Competence

CCLD 401.1 Establish and develop working relationships with colleagues

CCLD 401.2 Establish and develop working relationships with other professionals and agencies

CCLD 401.3 Encourage and facilitate others to reflect on practice and share knowledge

What is this unit about?

This unit is about managing relationships with people important to the setting. Relationshipswith colleagues, other professionals and agencies are key to ensuring that children receivethe best possible provision.

Who is this unit for?

The unit is for you if you have responsibility for supporting others in their work and inensuring good relationships in a setting or service where the main purpose is children'scare, learning and development.

Principles and values

You must work within the principles and values of the sector in order to achieve this unit.

Place in the NVQ/SVQ framework

This is a mandatory unit in the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment. It also occurs as a mandatory unit in the Level 4 Playwork NVQ/SVQ D16

Links to Key and Core Skills

This unit may provide evidence for the following:

Key Skills Core Skills

Communication: 4.1 4.2, 4.3 Communication: Higher

Working with others: 4.1, 4.2, 4.3 Working with Others: Higher

Problem Solving: 4.1, 4.2, 4.3 Problem Solving: Higher

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Key Words and Concepts

This section provides explanations and definitions of the key words and concepts used inthis unit. In occupational standards it is quite common to find words or phrases used whichyou will be familiar with, but which, in the detail of the standards, may be used in a veryparticular way. Therefore, we would encourage you to read this section carefullybefore you begin working with the standards and to refer back to this section asrequired.

Colleagues Other people who work with you in the setting or service to whomyou offer support as part of your work role: they may be paid orunpaid

Professionals Other workers who have professional status either in the samesector or related sectors, representatives of statutory agencies

Inclusion and A process of identifying, understanding and breaking down barriers inclusive practice to participation and belonging and implementing these principles in

your practice

Anti-discriminatory Taking positive action to counter discrimination: this will involveidentifying and challenging discrimination and being positive in yourpractice about differences and similarities between people

CCLD 401.1 Establish and develop working relationships withcolleagues

Performance Criteria Evidence Evidencemethod reference

You need to show that you:

1. Initiate relationships with colleagues that help themadjust to and develop their roles and responsibilities

2. Identify and agree with colleagues ways in which youcan support each other's roles and responsibilities tomaintain and improve provision to children

3. Identify and agree how you will communicate with eachother

4. Maintain your agreements with colleagues or take theinitiative to review arrangements when necessary

5. Work with colleagues to deal with conflict constructively

CCLD 401.2 Establish and develop working relationships with otherprofessionals and agencies


1. Identify other professionals and agencies relevant to yourwork and establish effective working relationships

2. Clearly define and agree your own role andresponsibilities and those of other professionals

3. Agree common objectives and ways of working andcommunicating with other professionals and respectthese boundaries

4. Exchange complete, accurate and up-to-dateinformation with other professionals whilst respectingrequirements for confidentiality

5. Work effectively with other professionals to improveprovision for children

6. Acknowledge your own limitations and respect theexpertise and responsibilities of other professionalswhilst upholding your own professional expertise

7. Maintain relationships with other professionals which arein line with good practice, values and ethicalrequirements

8. Handle any disagreements and complaints promptly,positively and in line with organisational procedures andprofessional guidelines

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CCLD 401.3 Encourage and facilitate others to reflect on practiceand share knowledge



1. Create opportunities for others to discuss the work theyare doing

2. Foster an environment in which others feel able todiscuss their progress and share any concerns orchallenges they are facing

3. Allow others to discuss what they do and actively listento what they have to say

4. Help others to structure, evaluate and learn from theirexperiences

5. Reflect on and learn from what others have experiencedand learned themselves

6. Share information and knowledge with others to assistthem in dealing with challenges

7. Identify when the difficulties which others are facing arebeyond your level of expertise and refer them to anappropriate source of advice and support

8. Encourage and create opportunities for others to sharetheir experiences more widely so that provision can beimproved

Knowledge Specification for the whole of this unit

Competent practice is a combination of the application of skills and knowledge informed byvalues and ethics. This specification details the knowledge and understanding required tocarry out competent practice in the performance described in this unit.

When using this specification it is important to read the knowledge requirements inrelation to expectations and requirements of your job role.

You need to show that you know, understand and can apply in practice:

Evidence Evidencemethod reference

K4M746 Relevant legal requirements and procedurescovering confidentiality and the disclosure ofinformation

K4M747 The types of information that should be treatedconfidentially: who you can and cannot share thisinformation with

K4P748 The meaning of anti-discriminatory/inclusivepractice and how to integrate this into yourrelationships with children and other adults

K4C749 The processes you should follow to helpcolleagues adjust to and develop their roles andresponsibilities

K4C750 The importance of making sure each teammember understands and supports the roles andresponsibilities of others and how to make thishappen

K4C751 The importance of good communications with alltypes of colleagues and communication methodsyou should use

K4C752 The importance of maintaining agreements withcolleagues and what to do if you are unable tomaintain agreements

K4C753 Why it is important to share information andknowledge with your colleagues and methods youcan use to do this

K4P754 Why it is important to encourage others to giveyou feedback on your performance and how todeal with this feedback

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K4C755 Types of conflict that may occur with colleaguesand how to resolve these in a constructive way

K4M756 The types of other professionals with whom youshould liaise

K4M757 Why it is important to establish and agreerespective roles and responsibilities with otherprofessionals and how to do so

K4C758 Why it is important to agree common objectives,ways of working and communicating with otherprofessionals and how to do so

K4M759 The importance of respecting professionalboundaries and how to do so

K4C760 The importance of effective communication withother professionals and how to communicate withother professionals in a way that meets theirexpectations

K4M761 Why it is important to be aware of the limitations ofyour own expertise and responsibilities andrespect the expertise and responsibilities of otherprofessionals

K4C762 When it is important to assert your own expertisewhen working with other professionals and how todo so in a way that will maintain an effectiverelationship

K4M763 Good practice, values and ethical requirementswhen liaising with other professionals

K4M764 How to handle disagreements with otherprofessionals and inter-agency misunderstandings

K4P765 Why it is important to show respect for otheradults' individuality and how to do so

K4C766 How, why and when it may be necessary to adaptthe way you communicate to meet the needs ofother adults

K4C767 Typical situations that may cause conflict withother adults, how to deal with these effectivelyand support colleagues who may be involved inthese situations


K4M768 The importance of all those involved with childrensharing knowledge and experience

K4M769 How to create or make use of opportunities forothers to discuss their experiences

K4C770 How to foster an environment in which people feelhappy to discuss what they are doing and thechallenges they face

K4C771 Essential skills in listening to others and helpingthem to evaluate and learn from their experiences

K4P772 The importance of you learning from theexperiences and knowledge of others

K4M773 The types of situations that may occur when thechallenges facing others exceed the limits of yourown expertise and the procedures you mustfollow

K4C774 How to encourage colleagues to share theirexperiences and knowledge more widely

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Centre

Centre Name

Centre Number

Unit Title: CCLD 402 – Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being


CCLD 402.1 – Protect children's rights to equality of access, inclusion and participation

CCLD 402.2 – Support the maintenance of policies and procedures for safeguarding children

CCLD 402.3 – Support the integration of procedures for safeguarding children into systems and practices

CCLD 402.4 – Support the maintenance of policies, procedures and practice for the well-being of children












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CCLD 402 Support policies, procedures and practiceto safeguard children and ensure theirinclusion and well-being


CCLD 402.1 Protect children's rights to equality of access, inclusion and participation

CCLD 402.2 Support the maintenance of policies and procedures for safeguarding children

CCLD 402.3 Support the integration of procedures for safeguarding children into systems and practices

CCLD 402.4 Support the maintenance of policies, procedures and practice for the well-being of children


This unit is about policies, practices and procedures that underpin an effective service withreference to safeguarding children, protecting equality of access, inclusion and participationand maintaining a safe and healthy environment. The unit requires awareness of multi-agency working, information and resources to support children and to empower them toprotect themselves, according to their age, needs and abilities. It includes assessment ofrisk, and the monitoring, reviewing and evaluating of practice.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you have significant management responsibility for children's access, inclusion,safeguarding and protection across a service or setting or if you are a lead/seniorpractitioner or work in support of others and your work requires the application of knowledgeand skills in a broad range of complex technical or professional work activities.




This is a mandatory unit in the Level 4 Children's Care, Learning and DevelopmentNVQ/SVQ.

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Communication: 4.1, 4.2, 4.3 Communication: Higher

Working with Others: 4.1, 4.2, 4.3 Working with Others: Higher




Anti-discriminatory Taking positive action to counter discrimination: this will involve practice identifying and challenging discrimination and being positive in your

practice about differences and similarities between people

Children Children with whom you are working, except where otherwiseindicated

Embed Integrate firmly and deeply

Equality of access Ensuring that discriminatory barriers to access are removed andtaking positive account of children's individual needs in terms ofaccess

Ethnic/ethnicity Refers to a person's identification with a group that shares some orall of the same: culture, lifestyle, language, skin colour, religiousbeliefs and practices, nationality, geographical region and history.Everyone has an ethnicity

Families Includes parents (mothers and fathers) and carers and extendedand chosen families who contribute significantly to the well-being ofindividual children and who may or may not have legal responsibility

Inclusion A process of identifying, understanding and breaking down barriersto participation and belonging

Positive health Promoting health improvement, not simply reacting to illness ordisease; health as mental, emotional, social and physical well-being

Safeguarding Includes protecting children from abuse and neglect, alongsidesupporting their welfare

Statutory and Legal requirements, regulatory requirements regulatory requirements

Systems Arrangements, planning and organisation, the way you do things

Risk assessment The assessments that must be carried out in order to identifyhazards and find out the safest way to carry out certain tasks andprocedures

CCLD 402.1 Protect children's rights to equality of access,inclusion and participation



1. Support policies and procedures for equality of access,anti-discrimination, inclusion and participation forchildren, consistent with local and national policy,legislation, regulatory requirements and current guidance

2. Ensure policies and procedures for equality of access,inclusion and participation are regularly reviewed andrelevant data is collected, analysed and evaluated

3. Support the identification of barriers to access, inclusionand participation and work with others to removebarriers

4. Support the implementation of anti-discriminatoryapproaches

5. Implement improvements (or support others inimplementing improvements) to the service as a result ofthe monitoring and review processes, according to yourrole and responsibility

6. Ensure information is available for children about theirrights, according to their age, needs and abilities

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CCLD 402.2 Support the maintenance of policies and proceduresfor safeguarding children



1. Maintain policies and procedures (or support others) forthe safeguarding and protection of children consistentwith local and national policy, regulatory requirementsand current guidance

2. Support the implementation of policies and procedureson safe working practices for the protection of adultswho work with children

3. Use feedback from children, families, colleagues, otheragencies and professionals to support the review ofpolicies and procedures

4. Work with colleagues to support the implementation ofimprovements to the service as a result of themonitoring and review processes

5. Identify relevant, accurate and up-to-date resources tosupport children's safeguarding and protection

6. Support inter-agency work with other professionals andagencies to support children's safeguarding andprotection

CCLD 402.3 Support the integration of procedures forsafeguarding children into systems and practices



1. Ensure that the child's interests are paramount indeveloping and embedding systems and practices forchildren's safeguarding and protection

2. Ensure children are involved at all stages in systems andpractices affecting their safety, well-being andsafeguarding, according to their age, needs and abilities

3. Work with others to support the assessment of risk forchildren within the service or setting, ensuring thatchildren are empowered to participate in assessing riskaccording to their age, needs and abilities


4. Facilitate appropriate responses to children who maydisclose abuse

5. Ensure that others are aware of issues concerning childsafety, safeguarding and protection and can voice theirconcerns about specific children and families

6. Clearly agree the boundaries of confidentiality inadvance of any discussion relating to safeguarding andprotecting children

7. Access support and training for yourself and others whoare involved in safeguarding children

8. Facilitate appropriate opportunities for children to learn toprotect themselves

CCLD 402.4 Support the maintenance of policies, procedures andpractice for the well-being of children


This is the national standard which you must meet:

1. Support the maintenance of policies and procedures forthe health and safety of children in your setting orservice, consistent with local and national policy,regulatory requirements and current guidance

2. Identify with others relevant, accurate and up-to-dateresources to support children's health, safety and well-being

3. Ensure that others are aware of relevant informationabout healthy lifestyles for children's well-being,including healthy eating and exercise, the possibleeffects of food allergies and the importance of closelyliaising with parents about their child's health and well-being

4. Work with other professionals and agencies to supportchildren's health and safety, according to your role andresponsibility

5. Support the regular monitoring, review and evaluation ofthe effectiveness of policies and procedures, usingfeedback from children, families, colleagues and otherprofessionals

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6. Support the assessment of risk for children, ensuringthat children participate in assessing risk according totheir age, needs and abilities

7. Work with others to identify and support theimplementation of improvements to the service as aresult of the monitoring and review processes






K4P775 Legislation covering children's rights and lawscovering equality and inclusion within your homecountry. How these are interpreted andimplemented in your local area and within yoursetting or service

K4H776 Legal and regulatory arrangements covering healthand safety for children, colleagues, families andvisitors in your setting or service. Settings safety,safeguarding and protection, and emergencyprocedures and policies: how these can beimplemented and remain current, includingcontrols on substances harmful to health andother key aspects of health and safety

K4H777 The general responsibility for health and safety thatapplies to all colleagues and to employers. Howthis is implemented and colleagues remain fullyinformed and updated

K4P778 Regulations covering manual handling and therisks associated with lifting and carrying children.The steps employers and senior colleagues in thesetting or service need to take to protectthemselves and other colleagues


K4S779 The statutory and regulatory requirementscovering safeguarding and protecting children inyour setting or service

K4S780 Local safety, safeguarding and protection agencypolicies, procedures and guidance and those ofyour setting or service. The duty of all within thesector to safeguard children, including: Whistle blowing where there are concerns aboutcolleagues or in other difficult circumstancesWhere your concerns may not be seen to betaken seriously or followed through when followingnormal procedures

K4P781 Work with children in the context of the UNConvention on the Rights of the Child, e.g. thechild's right to self-expression, play, culturalidentity, freedom from exploitation

K4P782 The various forms of discrimination, the groupsmost likely to experience discrimination and thepossible effects of discrimination on the childrenand families

K4D1116The negative effects of inequalities on all children:this must include the negative effects on childrenwho are not themselves directly experiencinginequality

K4D783 What barriers to participation and difficulties inaccessing provision and services might be, e.g.language, mobility; lack of information aboutservices, apprehension about how children willfare using services and how you would usepolicies and procedures to ensure these wererecognised and addressed

K4P784 The resources and information available in thecommunity to support equality of access,inclusion and participation

K4P785 Organisational strategies and practice issues toensure equal access and compliance withlegislation for disabled children and children withspecial educational needs (in Scotland additionalsupport needs) within your home country

K4P786 Use of the planning cycle to evaluate andimplement improvements to the service

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K4M787 The procedures involved in inter-agency working,including setting up and participating in multi-disciplinary meetings, ensuring mutual professionalrespect and accountability, coping with the anxietythat may interfere with effective inter-agencycommunication

K4H788 Principle models and practices involved in formalrisk assessment affecting children's health andsafety, safeguarding and protection taking intoaccount the age, needs and abilities of the child

K4P789 Opportunities for relevant and accessible trainingand professional development that are availablenationally, and in your locality

K4H790 Sources of information, current research and bestpractice into what is understood by positive healthand well-being for children, and how thisinformation can inform practice in your setting

K4H791 Strategies to ensure accurate health informationand requirements from parents and families isused to inform the care, learning and developmentof their children e.g. information on food allergies,allergic reactions, chronic illness and use ofmedications

K4H792 Children's nutritional requirements and theprinciples of healthy eating, according togovernment guidelines

K4D793 The role of physical exercise and activity inpromoting positive mental and physical health

K4S794 Understanding what increases a child'svulnerability to abuse and exploitation and theimportance of empowerment, confidence andresilience for a child's welfare. Recognition ofsocial factors e.g. substance abuse, and thepossible behaviours of adults involved in abuse

K4S795 Indicators of child abuse and appropriateresponses to disclosures of abuse, according tothe age, needs and abilities of the child

K4S796 Safe working practices that protect children andadults who work with them

K4M797 Data protection and confidentiality and security ofinformation relevant for your work


K4M798 Methods involved in data collection, monitoringand reviewing the effectiveness of procedures andpractice, including consultation with children andfamilies

K4H799 Key factors and influences on children's healthand safety, covering social, environmental,cultural, ethnic, gender, language andcommunication, abilities and disabilities, stage ofdevelopment

K4D800 The importance of promoting children'sassertiveness, self confidence and self-esteem toenable them to protect themselves, how to adaptpractice for different circumstances and tosupport colleagues

K4P801 Sources of information and personal support forpractitioners and settings

K4S The legislation, guidelines and policies which form 1120 the basis for action to safeguard children

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Centre

Centre Name

Centre Number

Unit Title: CCLD 403 – Support programmes for the promotion of children'sdevelopment


CCLD 403.1 – Support procedures for the regular monitoring and assessment of children's development

CCLD 403.2 – Ensure provision meets children's developmental needs

CCLD 403.3 – Ensure provision supports children's positive behaviour

CCLD 403.4 – Support the monitoring and evaluation of recording procedures for the assessment of children's development












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CCLD 403 Support programmes for the promotion ofchildren’s development


CCLD 403.1 Support procedures for the regular monitoring and assessment of children's development

CCLD 403.2 Ensure provision meets children's developmental needs

CCLD 403.3 Ensure provision supports children's positive behaviour

CCLD 403.4 Support the monitoring and evaluation of recording procedures for the assessment of children's development


This unit is about supporting the assessment of children's development and behaviour, andthe promotion of development. It is a unit that requires knowledge and understanding ofchildren's development from 0 to 16 years and the ability to demonstrate competence forthe age range of the children for whom you are developing programmes.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you co-ordinate the assessment of children's development and programmes topromote development, or if you support others undertaking these tasks. You may be amanager, supervisor or lead/senior professional or work in support of others within a settingor service with wide-ranging responsibilities for the provision of appropriate programmes,curricula or developmental activities for children.




This is a mandatory unit in the Level 4 NVQ/SVQs Children's Care, Learning andDevelopment.

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Communication: 4.1, 4.3 Communication: Higher



Application of Number: 2.1, 2.2, 2.3 Numeracy: Intermediate 1

ICT: 2.1, 2.2, 2.3 IT: Intermediate 1



Children Children with whom you are working, except where additionalrequirements are indicated

Evolutionary Play as a fundamental part of the development and adaptation of perspectives the human species



Media TV, video, radio, news media, internet

Positive behaviour Behaviour that demonstrates respect and value; behaviour that isnot abusive or derogatory, either physically, emotionally or sexually

Positive relationships Relationships that benefit the children and the children's ability toparticipate in and benefit from the setting

Reliable Can be trusted to be accurate

Valid Relevant and appropriate to the circumstances

CCLD 403.1 Support procedures for the regular monitoring andassessment of children's development



1. Co-ordinate procedures (or support others) in the regularobservation, assessment and review of children'sdevelopment

2. Clearly define the roles and responsibilities of thoseinvolved

3. Ensure sufficient time and resources are allocated tosupport regular observations and assessments

4. Ensure children and families are involved and consultedabout observations and assessments

5. Ensure assessments of children are valid and reliable,drawing on a range of different information sources andsupporting colleagues who are involved

6. Develop, or support others to develop, the use ofdifferent methods for observing and assessing childrenaccording to the purpose of the assessment

CCLD 403.2 Ensure provision meets children's developmental needs



1. Use monitoring information to inform provision to meetchildren's developmental needs

2. Plan or support others to plan balanced and flexibleprovision to meet individual children's needs and theneeds of the group

3. Identify types of additional support for children whorequire it and ensure this support is available, accordingto your role and responsibility

4. Ensure children are involved in planning and provision tomeet their developmental needs, according to their age,needs and abilities

5. Regularly monitor, check and record children's progressor support others to do this

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CCLD 403.3 Ensure provision supports children's positive behaviour



1. Co-ordinate (or support others to co-ordinate) systems,procedures and practices that support children'spositive behaviour

2. Ensure expectations for children's positive behaviour arecommunicated to children, families, adults working withinthe setting, other agencies and professionals who areinvolved with individual children

3. Identify and support the establishment of methods andtechniques for supporting positive behaviour

4. Support work with children and families to establish andmaintain positive relationships

5. Regularly evaluate the effectiveness of the support forpositive behaviour offered by the provision, and supportthe implementation of improvements to the service

CCLD 403.4 Support the monitoring and evaluation of recording procedures for the assessment of children's development


This is the national standard which you must meet:

1. Monitor and evaluate (or support others to monitor andevaluate) record keeping procedures to ensure thatrecords are regularly and accurately updated

2. Support the involvement of children and families in therecording of information as appropriate to thecircumstances

3. Check and monitor the understanding of those involvedin keeping records of children's progress

4. Support the maintenance of confidential and securerecords, according to the procedures of the setting orservice and except where the welfare of the child is atstake

5. Support referral systems where concerns are expressedabout children's progress






K4M802 The need for confidentiality and care when dealingwith sensitive information about children andfamilies. Security arrangements for storing andretrieving information in your setting and thereasons for them

K4M797 Data protection and confidentiality and security ofinformation relevant to your work

K4D804 The requirement for valid and reliable data whenmaking assessments of children's development,what this means, and how it can be implemented

K4D805 Techniques of observation for different purposes,e.g. running records, structured checklists andpre-coded categories, time or event sampling,their strengths and weaknesses

K4D374 Your setting's processes and procedures forobserving, assessing and recording: when andhow these link to external requirements or'baselines' or curriculum frameworks followed inyour home country

K4D375 The circumstances and rationale for the use offormative and summative assessments within yoursetting or service

K4D376 Relevant research into the influences on howchildren develop and how this research mayinfluence practice

K4P377 The need for evidence-based practice, what thismeans and how it affects practice in your area ofresponsibility

K4M378 Appropriate agencies for referral of children whenyou have concerns about development, the roleand purpose of different agencies, the benefits ofa multi-agency approach

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K4M379 The range of professionals who work withinchildren's services or who may be relevant tochildren's services, the benefits of a multi-professional approach

K4D380 Principles of supporting positive behaviour inchildren based on different theoreticalperspectives

K4M381 Preferred formats for recording information andrationale for their use

K4M382 Protocols for sharing information and the fitnessfor purpose of those selected

K4D383 The developmental nature of childhood and theholistic, integrated nature of development

K4D384 That children develop at widely different rates, butin broadly the same sequence

K4D385 Recognition that development depends on thechild's level of maturation and their priorexperiences and that adult expectations should berealistic and take this into account

K4D806 Significant theoretical perspectives on:

• Children as learners: programmed learning,laissez faire approaches, social constructivismincluding schema, scaffolding learning,learning styles

• Language theories

• Development of self-esteem and identity,emotional well-being, emotional intelligence

• Early brain development

• Role and purpose of play: play and learning,play types, evolutionary perspectives, play andlife skills, flexibility and thinking, neurologicaldevelopment and play, play and identity


K4D807 Detailed knowledge and understanding of childrenand young people's development in the followingareas linked to an in-depth knowledge andunderstanding of theoretical perspectives,including:

• Physical development

• Communication, intellectual development andlearning

• Social, emotional and behaviouraldevelopment

• In each of the age groups:

- Birth-3 years

- 3-7 years

- 7-12 years

- 12-16 years

Select ONE of the following four age ranges thatcovers the age range you currently work with andprovide knowledge evidence for the points listed.

K4D808 How to promote children's development from Birthto 3 years, how and why you:

1. Provide a healthy, safe, secure andencouraging environment in partnership withfamilies

2. Work within frameworks to support inclusionand anti-discriminatory practice

3. Ensure the close and consistent relationshipsrequired for this age range and theimplications for babies and very young childrenwhose attachments are not secure

4. Manage and organise environments for babiesand young children that facilitate emotionallysecure attachments and encourage emotionalwell-being and intelligence

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5. Provide programme and activities to supportintellectual development and learning,covering:

a. Attention

b. Concentration

c. Persistence

d. Exposure to different and varied concepts

e. Motivation

f. Challenging and stimulating learning and love of learning

6. Provide programmes and activities to supportcommunication, language and literacy,including:

a. Verbal and non-verbal communication strategies

b. Listening, watching, talking, early recognition of print, mark making, including strategies for use with children experiencing barriers to developing literacy

c. Adapting strategies where learning is through an additional language

d. Adapting strategies where there are communication barriers

e. Bilingual; and multilingual settings

f. Using ICT

7. Encourage realistic, positive, consistent and supportive responses to children's behaviour

8. Adapt your practice and support all children for whom you are responsible, including those with disabilities and special educational needs

9. Model good practice and support other adults involved in service delivery


K4D809 How to promote children's development from 3 to7 years, how and why you:

1. Provide a safe, secure and encouragingenvironment

2. Develop positive and consistent relationships

3. Provide opportunities for children to assessand take risks and face challenges

4. Work within a framework for inclusion and anti-discriminatory practice, meeting individual andgroup needs

5. Adapt your practice and model to others howsupport can be given to all children in yourcare, including those with disabilities andspecial educational needs

6. Provide programmes and activities to supportintellectual development and learning covering:

a. Attention

b. Concentration

c. Persistence

d. Exposure to different and varied concepts

e. Motivation

f. Challenging and stimulating learning and love of learning

7. Provide programmes and activities to supportcommunication, language and literacyincluding:

a. Verbal and non-verbal communication strategies

b. Listening, watching, talking, early reading and writing, strategies for use with children experiencing barriers to developing literacy

c. Adapting strategies where learning is through an additional language

d. Adapting strategies where there are communication barriers

e. Bilingual and multilingual settings

f. Using ICT

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8. Provide appropriate resources for learning

9. Support frameworks for positive behaviour,including modelling positive behaviour,rewarding positive behaviour, non-confrontational techniques such as distraction,explanation, removal of children or items,removal of adult attention

10. Model good practice and support other adultsin involved in service delivery

K4D810 How to promote children's development from 7to12 years. You need to know how to:

1. Provide a secure, encouraging and supportiveenvironment that promotes a positive identity

2. Provide opportunities for children to assessand take risks and face challenges accordingto their age, needs and abilities

3. Answer questions with sensitivity, encouragingindependence and being available in asupportive role

4. Recognise the influences of media, peergroup and school and support children's self-confidence and resilience

5. Give meaningful praise and encouragement

6. Support children's development and learningby providing opportunities for exploration anddiverse experiences (physical, intellectual,emotional and social)

7. Encourage a wide range of communicationstrategies, including use of books, ICT

8. Adapt strategies for children where learning isthrough an additional language or where thereare communication difficulties

9. Model good practice and support other adultsinvolved in service delivery

10. Promote children's health and well-being

11. Recognise and acknowledge children'sparticular needs as they go towards pubertyand adolescence


K4D811 How to promote young people's developmentfrom 12 to 16 years. You need to know how to:

1. Provide an encouraging, safe and emotionallysecure environment that recognisesapproaching adulthood and supports apositive identity

2. Provide opportunities for children to assessand take risks and face challenges

3. Answer questions with sensitivity and beavailable in a supportive role

4. Negotiate and communicate with children,valuing and incorporating their opinions andviews

5. Encourage a wide range of communicationstrategies, including ICT

6. Recognise the influences of media, peerpressures and popular culture and supportchildren's self confidence and resilience

7. Provide information and support for youngpeople's health and well-being

8. Identify sources of support and information asyoung people make career, education andtraining choices, being aware that some willrequire basic skills support

9. Recognise and acknowledge children'sparticular needs as they go through pubertyand adolescence and become adults

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K4T Support children through transitions in their lives 1113 e.g:

• Children from 0 to 3 years as they maketransitions from home, between settings orareas (geographical or emotional)

• Children from 4 to 7 years as they maketransitions such as moving to a new school

• Children from 7 to 12 years as they maketransitions i.e. as they move between differentsettings

• Children from 12 to 16 years as they maketransitions e.g. recognise and acknowledgechildren's particular needs as they go throughpuberty and adolescence and become adults

K4D Strategies that are available for the promotion of 1114 positive behaviour, that do not involve physical

punishment or humiliating children and aresensitive to the level of challenge in the child'sbehaviour

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Centre

Centre Name

Centre Number

Unit Title: CCLD 404 – Reflect on, review and develop own practice


CCLD 404.1 – Investigate ways of reflecting on, reviewing and evaluating own practice

CCLD 404.2 – Reflect on and develop practice

CCLD 404.3 – Take part in continuing professional development












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CCLD 404 Reflect on, review and develop ownpractice


CCLD 404.1 Investigate ways of reflecting on, reviewing and evaluating own practice

CCLD 404.2 Reflect on and develop practice

CCLD 404.3 Take part in continuing professional development


This unit is about the competence you need to reflect on and evaluate your practice,drawing on current policy and research. Reflecting on practice is a tool for self-evaluationand will enable you to develop and learn from assessing your own performance. The unitalso includes taking part in continuous professional development and how this has beenused to develop your practice.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you have management responsibilities or are a lead/senior practitioner withsignificant responsibility within your work.




This is a mandatory unit in the Level 4 Children's Care, Learning and DevelopmentNVQ/SVQ.

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Communication: 3.1, 3.2, 3.3 Communication: Intermediate 2

Improving own Learning and Working with Others: Intermediate 2Performance: 4.1, 4.2, 4.3

Working with Others: 3.2, 3.3 Problem Solving: Higher

Problem Solving: 4.1, 4.2, 4.3



Continuing Ongoing training and professional updatingprofessional development

Processes, How you do things, what you do and what you achievepractices and outcomes

Reflective practice The process of thinking about and critically analysing your actionswith the goal of changing and improving occupational practice

CCLD 404.1 Investigate ways of reflecting on, reviewing andevaluating own practice



1. Draw on sources of current policy, research and up-to-date thinking, review potential areas of ownpractice that require development

2. Monitor processes, practices and outcomes from yourown work to assist in deciding priority areas for changeand development of own practice

3. Research how reflective practice can be used positivelyto develop own practice

4. Identify and research ways of reviewing and evaluatingown practice

CCLD 404.2 Reflect on and develop practice



1. Evaluate your own performance (achievements,strengths and weaknesses)

2. Reflect on the processes, practices and outcomes fromyour own work

3. Reflect on your interactions with others

4. Share your reflections with others and use theirfeedback to help develop your practice

5. Use reflection to solve problems

6. Use reflection to develop own practice

7. Evaluate the effectiveness of reflection as a tool fordeveloping own practice

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CCLD 404.3 Take part in continuing provisional development



1. Identify areas in your knowledge, understanding andskills where you could develop further

2. Develop and negotiate a plan to develop yourknowledge, skills and understanding further

3. Seek out and access opportunities for continuingprofessional development as part of this plan

4. Use continuing professional development to improveyour practice






K4P812 Why reflection on practice and evaluation ofpersonal effectiveness is important

K4P813 How learning through reflection can increaseprofessional knowledge and skills

K4P814 How reflection can enhance and use personalexperience to increase confidence and self-esteem


K4D815 Techniques of reflective analysis:

Questioning what, why and how

Seeking alternatives

Keeping an open mind

Viewing from different perspectives

Thinking about consequences

Testing ideas through comparing and contrasting

Asking 'what if….?'

Synthesising ideas

Seeking, identifying, and resolving problems

K4P816 Reflection as a tool for contrasting what we saywe do and what we actually do

K4P817 How to use reflection to challenge existingpractice

K4P818 The difficulties that may occur as a result ofexamining beliefs, values, and feelings

K4P819 Up-to-date public policy affecting your work andhow this is interpreted locally and within yoursetting or service

K4D820 How to assess further areas for development inyour skills and knowledge through reflection,feedback literature searches, review of theoryincluding current and emerging research

K4P821 How to develop a personal development plan withobjectives that are specific, measurable,achievable, realistic and with timescales

K4P822 The availability and range of suitable training anddevelopment opportunities

K4M823 The importance of integrating new informationand/or learning in order to meet current bestpractice, quality schemes or regulatoryrequirements

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Centre

Centre Name

Centre Number

Unit Title: CCLD 405 – Co-ordinate provision for babies and children under 3 years in partnership with their families


CCLD 405.1 – Provide information on services and provision for parents

CCLD 405.2 – Co-ordinate and develop provision

CCLD 405.3 – Encourage best practice in work with babies and children under 3












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CCLD 405 Co-ordinate provision for babies andchildren under 3 years in partnership withtheir families


CCLD 405.1 Provide information on services and provision for parents

CCLD 405.2 Co-ordinate and develop provision

CCLD 405.3 Encourage best practice in work with babies and children under 3


This unit is about co-ordinating the provision of services for babies and children under 3years in partnership with their parents.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their parents and families.This unit is for those with significant responsibility for provision of services for babies andchildren under 3 years.




This unit is an optional unit in the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment.







Application of Number: 2.1, 2.2, 2.3 Application of Number: Intermediate 1

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Stakeholders Individuals or organisations with an interest in childcare servicesprovided for babies and children under 3 years. Interests may ormay not be financial

Babies Infants under 1 year


Parents Those (mothers and fathers) who have formally and legallyacknowledged parental responsibility for the continuous care andwell-being of the child in question, whether biologically related ornot

Resources Human and material

CCLD 405.1 Provide information on services and provision forparents



1. Encourage parents to express their requirements inrelation to services for babies and children under 3years

2. Assess and evaluate provision against parents'requirements and current best practice guidelines

3. Identify additional services for babies and children under3 years in your local area and how these can beaccessed to support parents and families

4. Identify costs relating to provision, including availablefunding support and average costs to parents ofdifferent types of services


5. Provide detailed and accessible information to parentsabout provision

6. Implement effective methods of communication andinformation exchange with parents




1. Plan to develop provision in line with governmentguidelines, regulatory requirements and current bestpractice

2. Co-ordinate resources needed to provide services forbabies and children under 3 years and their parents andidentify additional resources as required

3. Identify sources of funding to support provision withexternal stakeholders

4. Consider options for the development and improvementof services for babies and children under 3 years, takinginto account parents' requirements and availableresources

5. Plan for the further development and improvement ofservices for babies and young children under 3 years inthe light of available options and current best practice

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CCLD 405.3 Encourage best practice in work with babies andchildren under 3



1. Ensure organisational arrangements support bestpractice with babies and young children under 3 years

2. Provide environments that safeguard babies and youngchildren under 3 years and support their well-being

3. Ensure colleagues are reflective and responsive care-givers for this age group

4. Identify curriculum or other relevant and currentframeworks that support best practice in work withbabies and children under 3 years

5. Work with colleagues to identify their developmentneeds in relation to best practice for babies and childrenunder 3 years

6. Identify opportunities and share information aboutcontinuous professional development for colleaguesworking with babies and children under 3 years

7. Seek ways of maximising resources to enable thedevelopment and implementation of best practice

8. Arrange regular opportunities for exchanging informationabout best practice between colleagues at times whichare convenient for them

9. Help colleagues keep up-to-date with issues relating tothe health, safeguarding and well-being, care anddevelopment of babies and children under 3 years






K4P824 What is considered to be best practice in relationto childcare services for babies and childrenunder 3 years, including government guidelines,quality assurance schemes and regulatoryrequirements that affect the provision of services

K4M825 Available sources of information and expertise toinform practice

K4D826 Theoretical perspectives on children'sdevelopment from birth to 3 years, how keymessages from established and emerging theoryand research can be implemented within provisionfor the benefit of babies and children under 3years and their families

K4D827 The expected pattern of children's developmentfrom 0 to 3 years

K4M828 Referral systems when concerns aboutdevelopment are identified and the need for earlyintervention

K4D829 Organisational arrangements that support bestpractice such as key working and provision ofstable and consistent environments

K4M830 The different types of provision available: theoptions open to parents and children for the careof babies and children under 3 years

K4D831 Why it is important to seek a parent's views aboutthe provision available for their babies and childrenunder 3 years and ways in which you might dothis

K4D832 Strategies for involving parents in provision forbabies and children under 3 years

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K4P833 Recognition of the need to sensitively supportsome parents who have additional needs e.g.basic skills or support with parenting, includingsources of relevant information

K4D834 Sources of information and guidance about theprovision of services for babies and children under3 years

K4M835 Who the key stakeholders are in your local area

K4D836 Specific issues in providing services in multilingualor bilingual settings, including babies and childrenwho are learning through an additional language

K4D837 Resources and funding that is available to supportprovision

K4D838 The importance and evidence base for havingresponsive, reflective and knowledgeable adultscaring for babies and children under 3 years

K4D839 How to motivate colleagues to engage positivelywith babies and children under 3 years throughmodelling good practice and hands-on care

K4P840 What staff development opportunities might beavailable locally, and how colleagues can accessthese

K4D841 Ways in which you can support colleagues inkeeping up-to-date with current and emergingbest practice in the care of babies and childrenunder 3 years

K4H842 Research into sudden infant death syndrome,including risk factors and what may be recognisedas effective practice (e.g. sleeping position,temperature)

K4D The key features of responsive care-giving for 1115 babies and children under 3 years and how these

can be implemented in everyday practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 406 – Develop and support children’s early learning in partnership with teachers


CCLD 406.1 – Contribute to planning and preparing for children's learning

CCLD 406.2 – Implement teaching and learning activities to deliver the curriculum

CCLD 406.3 – Contribute to the monitoring and assessment of children's progress












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CCLD 406 Develop and support children’s earlylearning in partnership with teachers


CCLD 406.1 Contribute to planning and preparing for children's learning

CCLD 406.2 Implement teaching and learning activities to deliver the curriculum

CCLD 406.3 Contribute to the monitoring and assessment of children's progress


This unit is about working with teachers to develop and support children's early learning. Theunit is aimed at those who work in a complementary role to that of the teacher and coverswork with individuals, small and larger groups.


This unit is for you if you are responsible for supporting a teacher and enhancing children'slearning and early experience of curriculum subjects within a setting whose main purpose ischildren's care, learning and development.









Working with Others: 3.1, 3.2, 3.3 Working with Others: Intermediate 2

Problem Solving: 3.1, 3.2, 3.3 Problem Solving: Intermediate 2

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Positive behaviour Behaviour that is welcomed and supports and affirms children

Teaching resources Materials, equipment, artefacts/objects, community resources, ICT,books and printed materials

Teacher Someone with qualified teacher status and who is employed as ateacher

CCLD 406.1 Contribute to planning and preparing for children'slearning



1. Support the teacher in the planning and preparation oflessons and learning opportunities

2. Contribute effectively to the selection and preparation ofteaching resources to meet the diverse needs ofchildren

3. Have high expectations of children and commitment toraising their achievement, based on a realistic appraisalof their capabilities and readiness to learn

4. Plan and prepare for teaching individuals and children insmall and larger groups

5. Work collaboratively with colleagues and other adults

CCLD 406.2 Implement teaching and learning activities to deliverthe curriculum



1. Evaluate and select teaching methods suitable for thecontent and objectives of the session and the groupsand individuals involved

2. Use well structured teaching and learning activities thatinterest and motivate children and advance their learning

3. Communicate effectively with children to enhance theirlearning, listening carefully to children and respondingconstructively

4. Clearly and enthusiastically present subject contentusing appropriate subject specific vocabulary and wellchosen illustrations and examples

5. Encourage children to concentrate, listen attentively andpersevere in their learning for sustained periods

6. Support children's positive behaviour

7. Adapt your teaching methods and approaches to meetthe needs of all the children involved, ensuring thatchildren have equal access to the curriculum

8. Ensure children take part effectively and confidently inactivities

CCLD 406.3 Contribute to the monitoring and assessment ofchildren's progress



1. Support the work of teachers in evaluating children'sprogress through various assessment activities

2. Monitor children's responses to learning and theirparticipation and progress

3. Provide feedback to teachers and constructive supportto children as they learn

4. Report and record assessment information according tothe procedures of the setting

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5. Use the monitoring and assessment of children'sprogress to inform your own learning needs and youreffectiveness in supporting children






K4D836 Specific issues in providing services in multilingual or bilingual settings including babies andchildren who are learning through an additionallanguage

K4D843 How to support children's learning using a varietyof approaches based on your knowledge of howchildren learn

K4D844 The role of specialist curriculum knowledge andhow you can use such knowledge for the benefitof children

K4D845 The curriculum frameworks used within your homecountry and where your own work fits into thevarious curriculum structures

K4D847 Differentiation of the curriculum, what this meansand why it is necessary

K4D848 How to plan and prepare a stimulating, interestingand purposeful learning environment for children

K4D849 How to support equality of access to thecurriculum for all children

K4D850 Methods of supporting positive behaviour andtheir theoretical basis


K4D851 Provision, regulation and codes of practice fordisabled children and those with specialeducational needs and how these areimplemented in your setting


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Centre

Centre Name

Centre Number

Unit Title: CCLD 407 – Support and evaluate the curriculum for children’searly learning


CCLD 407.1 – Identify and support activities, resources and programmes for children's early learning

CCLD 407.2 – Support the implementation of the curriculum for children's early learning

CCLD 407.3 – Work with colleagues to monitor and evaluate the curriculum for children's early learning























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CCLD 407 Support and evaluate the curriculum forchildren’s early learning


CCLD 407.1 Identify and support activities, resources and programmes for children's early learning

CCLD 407.2 Support the implementation of the curriculum for children's early learning

CCLD 407.3 Work with colleagues to monitor and evaluate the curriculum for children's early learning


This unit is about co-ordinating and evaluating the curriculum for children's early learning. Itincludes delivering the curriculum and/or supporting colleagues to deliver the curriculum,ensuring adequate resources for curriculum delivery and assessment, and the evaluation ofthe effectiveness of the setting or service. The unit applies to the curriculum within bothformal early education frameworks and less formal provision for early learning.


The unit is for you if you manage or are a lead/senior practitioner or work in support ofcolleagues involved in the delivery of the curriculum provision for children's early learning. Ifyou work within formal early education frameworks, these vary between the four homecountries and you will need to relate each part of the unit to your own country andworkplace.





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Colleagues Other people who work with you in your provision: they can beworking at the same level, line managers, volunteers, casualworkers, paid or unpaid

Curriculum for This can apply to formal curriculum frameworks or less formal early learning opportunities that take place in practice with children who are not

participating in early education

Differentiated The curriculum that is responsive to the learner's needs i.e. not curriculum presenting the same curriculum to everyone

Equality of access Ensuring that discriminatory barriers to access are removed andallowing for children's individual needs


ICT (Information and Examples are computers, calculators, electronic devices, Communication audiovisual equipment, programmable toys and digital camerasTechnology)

Resources Human resources or material resources


CCLD 407.1 Identify and support activities, resources andprogrammes for children's early learning



1. Support planning for children's early learning, complyingwith national and local guidance and involvingcolleagues in the setting

2. Facilitate the involvement of children and families aspartners in the planning for children's early learning

3. Facilitate the identification of activities and resourcesrequired to deliver the curriculum for children's earlylearning

4. Identify and work with colleagues to ensure adequateresources are available to deliver the curriculum

5. Ensure colleagues and adults involved areknowledgeable about children's early learning andconfident in their roles and responsibilities

CCLD 407.2 Support the implementation of the curriculum forchildren's early learning



1. Support the implementation of the planned curriculumfor children's early learning, ensuring flexibility in theadaptation of provision as required to meet children'sneeds

2. Ensure the curriculum is appropriately differentiated toenable equality of access for all children

3. Provide guidance and support to those delivering thecurriculum to encourage their confidence and ability toadapt and develop provision to meet the needs ofchildren

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4. Encourage the effective use of available resources tosupport the implementation of the curriculum, identifyingfuture needs, enhancements and modifications that maybe required

5. Facilitate the recording of children's progress, supportingthose involved and clarifying requirements

6. Facilitate the identification of children requiring additionalsupport

7. Have high expectations of children and commitment toraising their achievement, based in a realistic appraisalof their capabilities and what they might achieve

8. Facilitate the organisation of additional support andresources

CCLD 407.3 Work with colleagues to monitor and evaluate thecurriculum for children's early learning



1. Support the development of systems and procedures tomonitor and evaluate the curriculum for children'slearning

2. Facilitate the participation of children and families in theevaluation of the curriculum, as appropriate to thechildren's age needs and abilities

3. Identify with colleagues issues for improvement and planfor continuous development and improvement

4. Encourage reflective practice by modelling reflectiveskills






K4D853 Requirements of legislation, regulation andguidance, covering early education in your homecountry

K4D854 How to ensure that your provision includes high-quality learning experiences, activities andresources that meet the needs of children withinearly education frameworks and learning situationsnot linked to a specified curriculum

K4D855 The pattern of learning and intellectualdevelopment for the age range of the childreninvolved in early learning for whom you areresponsible

K4D856 The role of play in the delivery of learning i.e. howplay can be used to achieve learning goals, whilstmaximising children's opportunities for freelychosen play

K4D857 The rights of all children for participation andequality of access and how this affects provision

K4D858 How to adapt your practice with children for whomyou are responsible of different ages involved inearly learning including different genders,ethnicities and with different needs and abilities

K4D859 Principles of partnership with parents and families

K4C860 How to ensure that the voice of the child is heard

K4D861 How to involve the family and local community inthe setting or service, ensuring cultural andreligious sensitivity and equality of access

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K4D862 Specific issues for the curriculum for children'searly learning in multilingual or bilingual settings

K4D863 Curriculum planning formats that are suitable forthe provision

K4D864 Resources that are required for the delivery of thecurriculum, how to ensure these are available,cost-effective and fit for purpose

K4D865 Sources of information about accessing andadapting activities, resources and experiences toensure equality of access for all children for whomyou have responsibility

K4P866 Systems and procedures for monitoring andevaluation that are appropriate for your service orsetting and for regulatory purposes

K4P867 Information about training and professionalupdating available in your local area or region

K4D868 How to model effective work with children in thedelivery of early learning and advise and supportthose who are involved

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Centre

Centre Name

Centre Number

Unit Title: CCLD 408 – Evaluate, assess and support the physical,intellectual, emotional and social development of children


CCLD 408.1 – Facilitate the assessment and support of children's physical development

CCLD 408.2 – Facilitate the assessment and support of children's intellectual development

CCLD 408.3 – Facilitate the assessment and support of children's personal, social and emotional development

CCLD 408.4 – Support the collection of data and monitoring and evaluation of provision to support children's development












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CCLD 408 Evaluate, assess and support thephysical, intellectual, emotional and socialdevelopment of children


CCLD 408.1 Facilitate the assessment and support of children's physical development

CCLD 408.2 Facilitate the assessment and support of children's intellectual development

CCLD 408.3 Facilitate the assessment and support of children's personal, social and emotional development

CCLD 408.4 Support the collection of data and monitoring and evaluation of provision to support children's development


This unit is about assessing, evaluating and supporting children's physical, intellectual,emotional and social development. The unit is closely linked to early education settingswhere the main purpose is children's care, learning and development, but could beapplicable in other circumstances. Each home country has different curriculum andassessment frameworks for early education and you should approach this unit in the contextof the requirements of your home country.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you are involved in the evaluation and support of children's physical, intellectual,emotional and social development, either as a manager or lead/senior practitioner or if youwork in support of others and have significant responsibility for work with children, families,staff and other adults within the setting or service. It may also be appropriate for you if youwork in support of other professionals with specific expertise in particular areas concerningchildren's development.





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Intellectual Development of thought, reasoning, concept development, development concentration and attention

Physical Development of large and small muscles, co-ordination, balance, development locomotion and spatial awareness

Personal, social Dispositions and attitudes, social and emotional developmentand emotional development


CCLD 408.1 Facilitate the assessment and support of children'sphysical development



1. Identify relevant curriculum and assessment frameworkrequirements

2. Support the assessment of children's physicaldevelopment, using observation and feedback fromreliable sources, including families and the childrenthemselves

3. Facilitate the development of programmes and activitiesto support the physical development of children,according to their age, needs and abilities and therequirements of curriculum and assessment frameworks

4. Support the prompt identification and referral ofconcerns to the appropriate agency or professional

CCLD 408.2 Facilitate the assessment and support of children'sintellectual development



1. Support the assessment of children's intellectualdevelopment, using observation and feedback fromreliable sources including families and the childrenthemselves

2. Facilitate the development of programmes and activitiesto support the intellectual development of children,according to their age, needs and abilities and relevantcurriculum and assessment frameworks


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CCLD 408.3 Facilitate the assessment and support of children'spersonal, social and emotional development




2. Support the assessment of children's personal, socialand emotional development, using observation andfeedback from reliable sources including families and thechildren themselves

3. Facilitate the development of programmes and activitiesto meet the personal, social and emotional developmentof children, according to their age, needs and abilitiesand relevant curriculum and assessment frameworks

4. Facilitate the development of programmes and activitiesto support children's positive behaviour


CCLD 408.4 Support the collection of data and monitoring andevaluation of provision to support children'sdevelopment



1. Identify and support the use of relevant curriculum andassessment frameworks to inform your evaluation

2. Facilitate the collection of data to inform the monitoring,evaluation and reporting on the progress of children's:


• Intellectual development

• Personal, social and emotional development

3. Ensure that children and families are consulted, andfeedback obtained to inform the evaluation


4. Ensure that colleagues and other relevant professionalsor agencies are consulted, and feedback obtained toinform the evaluation

5. Encourage reflection on practice by modelling reflectiveskills.









K4D872 How to involve children's families in observationsand assessments and acquiring backgroundinformation, such as ethnically specific medicalconditions

K4D873 The requirements of current curriculumframeworks that operate in your home country,what information and resources are required, whatplanning and implementation arrangements arerequired


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K4D Specific issues for children's development and1122 learning in multilingual or bilingual settings or

where children are learning through an additionallanguage

K4D380 Principles of supporting positive behaviour inchildren, based on different theoreticalperspectives











K4D885 The role of children's play in supporting physical,intellectual, emotional and social development andhow play may be integrated into most aspects ofprovision


K4D887 The expected pattern of physical development forthe children with whom you work

K4D888 Programmes and activities to support physicaldevelopment and confidence in movement ineach age category with which you are working, toinclude:

• Gross and fine manipulative skills

• Locomotion, balance, strength, co-ordination

• Body awareness, spatial awareness

K4H889 The assessment of risk in physical developmentactivities, the importance of not overprotectingchildren and allowing them to develop and assessrisk for themselves

K4D890 The expected pattern of intellectual developmentfor the children with whom you work

K4D891 Programmes and activities to support intellectualdevelopment in each age category with which youare working to include:

• Attention

• Concentration

• Persistence

• Exposure to different and varied concepts andideas

• Motivation

• Challenging and stimulating learning and loveof learning

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K4D892 The expected pattern of personal, social andemotional development for the children with whomyou work

K4D893 Programmes and activities to support personal,social and emotional development in each agecategory with which you are working, to include:

• Confidence and self-esteem

• Resilience

• Independence

• Social skills such as turn taking and self-careskills

• Positive relationships

• Respecting cultural diversity and the needsand views of others

K4M894 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area

K4D895 Necessary human and materials resources tosupport children's physical, intellectual, emotionaland social development

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Centre

Centre Name

Centre Number

Unit Title: CCLD 409 – Evaluate, assess and support children’scommunication


CCLD 409.1 – Support the assessment of children's communication, language and literacy

CCLD 409.2 – Facilitate the provision of an environment that promotes and enhances children's communication, language and literacy

CCLD 409.3 – Support the monitoring, evaluation and planning of improvements to support children's communication, language and literacy












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CCLD 409 Evaluate, assess and support children’scommunication


CCLD 409.1 Support the assessment of children's communication, language and literacy

CCLD 409.2 Facilitate the provision of an environment that promotes and enhances children's communication, language and literacy

CCLD 409.3 Support the monitoring, evaluation and planning of improvements to support children's communication, language and literacy


This unit is about assessing and supporting children's communication, which includes theirlanguage and literacy. The unit is closely linked to early education settings where the mainpurpose is children's care, learning and development, but could be applicable in othercircumstances. Each home country has different curriculum and assessment frameworks forearly education and you should approach this unit in the context of the requirements of yourhome country.


This unit is for you if you are involved in the evaluation and support of children'scommunication, language and literacy, either as a manager or lead/senior practitioner, orwork in support of others and have significant responsibility for supporting children, families,colleagues and other adults within the setting or service. It may also be appropriate for you ifyou work in support of other professionals with specific expertise in particular areasconcerning children's development.





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Children The children with whom you work, except where additionalrequirements are indicated


Communication Verbal and non-verbal

ICT (Information and Examples are computers, electronic devices, audiovisual Communication equipment, digital cameras, programmable toys, calculatorsTechnology)


CCLD 409.1 Support the assessment of children'scommunication, language and literacy




2. Support the development of systems to assesschildren's communication, language and literacy

3. Facilitate the assessment of children's communication,language and literacy, using observation and feedbackfrom reliable sources including families and the childrenthemselves

4. Encourage the recognition of different aspects ofcommunication, language and literacy to be included inthe assessment

5. Support the identification and referral of concerns to theappropriate agency or professional

6. Encourage colleagues to reflect on practice bymodelling reflective skills

CCLD 409.2 Facilitate the provision of an environment thatpromotes and enhances children's communication,language and literacy



1. Support the planning and development of programmesand activities to support children's communication,language and literacy, according to their age, needs andabilities and the requirements of curriculum andassessment frameworks

2. Work with colleagues to develop a rich learningenvironment that promotes and enhances children'scommunication, language and literacy

3. Support the use of ICT to support communication,language and literacy

4. Ensure opportunities are taken to extend and developcommunication, language and literacy for individuals andgroups of children

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5. Identify and support colleagues in determining adequateand appropriate resources to support children'scommunication, language and literacy

6. Encourage responsive and sensitive interventions tosupport learning

7. Work with colleagues to adapt practice to ensureequality of access for all children to programmes andactivities that support communication, language andliteracy

8. Ensure children can take part effectively and confidentlyin activities

CCLD 409.3 Support the monitoring, evaluation and planning ofimprovements to support children's communication,language and literacy



1. Support systems and procedures to monitor andevaluate the development of children's communication,language and literacy, in the light of current best practiceand current curriculum and assessment frameworks

2. Facilitate the development of systems and proceduresto evaluate the provision for children's communication,language and literacy

3. Support colleagues with the inclusion of children andfamilies in the evaluation, as appropriate to the children'sage, needs and abilities

4. Identify issues for improvement and plan for continuousdevelopment and improvement









K4D804 The requirement for valid and reliable data whenmaking assessments of children's development:what this means, and how it can be implemented




K4D902 Relevant research into the influences on children'scommunication development and how thisresearch may influence practice

K4D903 The expected pattern of communicationdevelopment for the children with whom you work

K4D904 The importance of early intervention and how thiscan be set in motion within the context of yourwork

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K4M905 The benefits of a multi-agency, multi-professionalapproach, the range of professionals who workwithin children's services or who may be relevantto children's services, in particular, speech andlanguage therapists and others involved incommunication, language and literacy






K4D910 Significant theoretical perspectives on children'scommunication, language and literacydevelopment

K4C911 How to adapt your practice to support thedevelopment of communication for the children forwhom you are responsible, including differentgenders, ages, needs and abilities

K4D912 The significance of children's communication,language and literacy in underpinning their learningand development

K4D913 Strategies to support literacy, including recognitionof letters and words, mark making

K4D914 How to incorporate communication, language andliteracy development into areas of play,imagination and learning in ways that aremeaningful and enjoyable for children

K4C915 Different types of verbal and non-verbalcommunication that may be used, includingstrategies for children requiring additional supportto communicate

K4D916 Approaches, strategies and guidance to thedevelopment of literacy in your home country, howthese are implemented within your setting andrelate to curriculum frameworks


K4D917 Support that may be available for children whosehome language is not English or Welsh and howthis may be accessed and utilised in your setting

K4D918 Strategies to adapt practice in work with childrenwho require additional support in communication,literacy and language

K4D919 The importance of involving families andcommunities in children's learning and how thiscan be implemented and organised

K4D920 The importance of involving children in theassessment and development of their owncommunication, language and literacy, accordingto their age, needs and abilities, and how this canbe done

K4M921 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area, where there areconcerns about children's communication,language and literacy

K4D922 Support and training that may be available locallyand nationally for those involved in supportingchildren's communication, language and literacy

K4D923 Strategies, systems and procedures for monitoringand evaluating provision for children'scommunication, language and literacy, using theplanning cycle and recognising the need forcontinuous improvement

K4D924 The types of resources, equipment, activities andexperiences that are most productive in thedevelopment of communication, including ICT

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Centre

Centre Name

Centre Number

Unit Title: CCLD 410 – Evaluate, assess and support children’s creativity


CCLD 410.1 – Support the assessment of children's creative development

CCLD 410.2 – Facilitate the provision of an environment that promotes and enhances children's creativity

CCLD 410.3 – Support the monitoring, evaluation and planning of improvements to support children's creative development












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CCLD 410 Evaluate, assess and support children’screativity


CCLD 410.1 Support the assessment of children's creative development

CCLD 410.2 Facilitate the provision of an environment that promotes and enhances children's creativity

CCLD 410.3 Support the monitoring, evaluation and planning of improvements to support children's creative development


This unit is about evaluating and supporting children's creativity. The unit is closely linked toearly education settings where the main purpose is children's care, learning anddevelopment, but could be applicable in other circumstances. Each home country hasdifferent curriculum and assessment frameworks for early education and you shouldapproach this unit in the context of the requirements of your home country.


This unit is for you if you are involved in the evaluation and support of children's creativedevelopment, either as a manager or lead/senior practitioner or if you work in support ofothers and have significant responsibility for supporting children, families, staff and otheradults within the setting or service. It may also be appropriate for you if you work in supportof other professionals with specific expertise in particular areas concerning children'sdevelopment.





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Children The children with whom you are working, except where additionalrequirements are indicated

Creative Expressive and aesthetic development, expressing and creating Development ideas, feelings and imagination, using the senses and trying new

experiences and ways of doing things, exploring and innovating

Creativity The ability to make links and connections between one area oflearning and another and therefore extend understanding


CCLD 410.1 Support the assessment of children's creativedevelopment




2. Support the development of systems to assesschildren's creative development

3. Facilitate the assessment of children's creativity, usingobservation and feedback from reliable sources,including families and the children themselves

4. Encourage the recognition and appropriate responses tochildren who require additional support

5. Recognise in your assessment the broad scope ofcreativity and creative development



CCLD 410.2 Facilitate the provision of an environment thatpromotes and enhances children's creativity



1. Support the planning and development of programmesto support the creative development of children,according to their age, needs and abilities and therequirements of curriculum and assessment frameworks

2. Work with colleagues to ensure a rich learningenvironment, that is safe, supportive and welcoming tochildren's creative expression

3. Facilitate and support high quality displays of children'swork that support and extend their self-esteem

4. Ensure opportunities are taken to extend and developcreativity and encourage children to explore andinnovate

5. Support colleagues to have high expectations ofchildren and commitment to raising their achievement

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6. Encourage sensitive and responsive interventions tosupport learning

7. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport creativity


CCLD 410.3 Support the monitoring, evaluation and planning ofimprovements to support children's creativedevelopment



1. Support systems and procedures to monitor and assessthe development of children's creativity in the light ofcurrent best practice and relevant curriculum andassessment frameworks

2. Facilitate the development of systems and proceduresto evaluate the provision for children's creativity

3. Support colleagues with the inclusion of children andfamilies in the evaluation, as appropriate to the children'sage needs and abilities









K4D926 Available national and local guidance to supportchildren's developing creativity






K4D932 How to adapt your practice to support thedevelopment of creativity for children for whomyou are responsible, including different ages,genders, ethnicities, needs and abilities, includingchildren with disabilities and special educationalneeds

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K4M379 The range of professionals who work withinchildren's services or who may be relevant tochildren's services; the benefits of a multi-professional approach

K4D936 Specific issues for children's creativity,development and learning in multilingual orbilingual settings or where children learn throughan additional language


K4M938 Protocols for sharing information


K4D940 The role of children's play in supportingdevelopment and creativity and how play may beintegrated into most aspects of provision


K4D942 The importance of creativity in learning and inenabling children to discriminate and makeconnections between different objects andexperiences

K4D943 The role of exploration and discovery indeveloping creativity and how to incorporate thiswithin the setting or service

K4D944 The importance of creativity in the development ofpositive physical and mental health

K4D945 The role of creativity in the development of theimagination, representation, artistic and expressiveskills and concepts


K4D946 The relative value of activities, equipment,experiences and materials for the enhancement ofchildren's creativity: how and why you select fromthe available range

K4D947 How the focus of creativity is on the creativeprocess, not particular end products and ensuringthis focus is central within your area ofresponsibility

K4D948 The importance of involving children in theassessment and development of their owncreativity, according to their age, needs andabilities, and how this can be done

K4M949 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area, where there areconcerns about children and their development

K4D950 Strategies, systems and procedures for monitoringand evaluating provision for children's creativity,using the planning cycle and recognising the needfor continuous improvement

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Centre

Centre Name

Centre Number

Unit Title: CCLD 411 – Evaluate, assess and support children’s mathematicallearning, exploration and problem solving


CCLD 411.1 – Facilitate the assessment and support of children's exploration and problem solving skills

CCLD 411.2 – Facilitate the assessment and support of children's mathematical learning

CCLD 411.3 – Support the monitoring, evaluation and planning of improvements to support children's mathematical learning, exploration, and problem solving












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CCLD 411 Evaluate, assess and support children’smathematical learning, exploration andproblem solving


CCLD 411.1 Facilitate the assessment and support of children's exploration and problem solving skills

CCLD 411.2 Facilitate the assessment and support of children's mathematical learning

CCLD 411.3 Support the monitoring, evaluation and planning of improvements to support children's mathematical learning, exploration, and problem solving


This unit is about evaluating and supporting children's early mathematical learning,exploration and problem solving. The unit is closely linked to early education settings wherethe main purpose is children's care, learning and development, but could be applicable inother circumstances. Each home country has different curriculum and assessmentframeworks for early education and you should approach this unit in the context of therequirements of your home country.


This unit is for you if you are involved in the evaluation and support of children's earlymathematical learning, exploration and problem solving, either as a manager or lead/seniorpractitioner or if you work in support of others and have significant responsibility forsupporting children, families, colleagues and other adults within the setting or service. It mayalso be appropriate for you if you work in support of other professionals with specificexpertise in particular areas concerning children's development.





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Information and Communication IT: Intermediate 1Technology: 2.1, 2.2, 2.3



Children Children with whom you work, except where additionalrequirements are indicated

Exploration Look into and find out about, thoroughly examine something, suchas objects, ideas, people

ICT (Information Examples are computers, calculators, electronic devices, Communication audiovisual equipment, programmable toys, digital camerasTechnology)

Problem solving Finding solutions for problems, early mathematical thinking anddevelopment


CCLD 411.1 Facilitate the assessment and support of children'sexploration and problem solving skills



1. Identify where curriculum and assessment frameworkrequirements include exploration and problem solving

2. Support the development of systems to assesschildren's exploration and problem solving skills

3. Facilitate the recognition of, and response to, childrenwho require additional support

4. Support the assessment of children, using observationand feedback from reliable sources including familiesand the children themselves

5. Encourage recognition of the different aspects ofexploration and problem solving and include in theassessment

6. Encourage the prompt identification and referral ofconcerns to the appropriate agency or professional

7. Ensure opportunities are taken to extend and developchildren's exploration and problem solving skills

8. Support colleagues in determining the need foradequate resources to support children's explorationand problem solving

9. Encourage sensitive interventions to support learning

10. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport exploration and problem solving


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CCLD 411.2 Facilitate the assessment and support of children'smathematical learning




2. Support the development of systems to assesschildren's mathematical learning



5. Encourage recognition of the different aspects ofmathematical learning and include in the assessment


7. Ensure opportunities are taken to extend and developchildren's mathematical learning

8. Support colleagues in determining the need foradequate resources to support children's mathematicallearning


10. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport mathematical learning


CCLD 411.3 Support the monitoring, evaluation and planning ofimprovements to support children's mathematicallearning, exploration, and problem solving



1. Support systems and procedures to monitor andevaluate the development of children's skills

2. Facilitate the development of systems and proceduresto evaluate provision to support children's mathematicallearning, exploration, and problem solving



5. Promptly refer concerns to the appropriate agency orprofessional





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K4D952 Available national and local guidance to supportchildren's exploration and problem solving,according to their age, needs and abilities: this willinclude specific guidance for mathematicaldevelopment and knowledge and understandingof the world or allied topics, according to therequirements of your own home country





K4D957 Relevant research into the influences on children'sintellectual development and how this researchmay influence practice

K4M958 The benefits of a multi-agency, multi-professionalapproach, the range of professionals who workwithin children's services or who may be relevantto children's services





K4D962 The role of children's play in mathematicallearning, exploration and problem solving and howplay maybe integrated into most aspects ofprovision in ways that are meaningful andenjoyable for children



K4D964 Strategies to adapt your practice to support thedevelopment of mathematical learning, explorationand problem solving for children with whom youwork of different gender, ages, needs and abilities,including children with disabilities and specialeducational needs

K4D965 The types of resources, equipment, activities andexperiences that are most productive in thedevelopment of mathematical learning, explorationand problem solving, including ICT

K4D966 The importance of involving families andcommunities and how this can be implementedand organised

K4D967 The importance of involving children in theassessment and development of their learning,according to their age, needs and abilities, andhow this can be done

K4M949 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area where there areconcerns about children and their development

K4D969 Support and training that may be available locallyand nationally for those involved in supportingchildren's mathematical learning, investigation,exploration and problem solving

K4D970 Strategies, systems and procedures for monitoringand evaluating provision for children'sinvestigation, exploration and problem solving,using the planning cycle and recognising the needfor continuous improvement

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Centre

Centre Name

Centre Number

Unit Title: CCLD 412 – Evaluate and co-ordinate the environment forchildren and families


CCLD 412.1 – Evaluate and co-ordinate the environment for children and families

CCLD 412.2 – Co-ordinate resources to meet the needs of children and families

CCLD 412.3 – Lead a process of change and improvement for the environment for children and families












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CCLD 412 Evaluate and co-ordinate the environmentfor children and families


CCLD 412.1 Evaluate and co-ordinate the environment for children and families

CCLD 412.2 Co-ordinate resources to meet the needs of children and families

CCLD 412.3 Lead a process of change and improvement for the environment for children and families


This unit is about co-ordinating and evaluating the childcare environment and leading aprocess of change and improvement.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you are a manager or lead/senior practitioner, with significant responsibility for theenvironment for children and families.









Working with Others: 4.1, 4.2, 4.3 Working With Others: Higher


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Colleagues 1. Working at the same level

2. Line managers

3. New staff

4. Volunteers

5. Casual workers

Environment The place, setting or service where you work with children (can beoutside the premises, if part of your work)

Equality of access Ensuring that discriminatory barriers to access are removed,allowing for children's individual needs and that information aboutprovision is accessible to all families in the community

Positive images Accurate, non-stereotypical representations of people reflecting thewider community

Resources Human (people) and material (equipment, consumables, toys,furniture)

CCLD 412.1 Evaluate and co-ordinate the environment forchildren and families



1. Develop systems and procedures to monitor andevaluate the environment

2. Ensure equality of access to the environment for allchildren and families who wish to use it

3. Work with colleagues to ensure that children andfamilies feel welcomed, respected and valued

4. Ensure that the environment meets the health, care,learning and play needs of children and is safe,stimulating and interesting

5. Ensure the environment is culturally sensitive andprovides positive images of all children

6. Consult users of the provision as part of your evaluation,including children, according to their age, needs andabilities

CCLD 412.2 Co-ordinate resources to meet the needs of childrenand families



1. Ensure human and material resources are usedeffectively, according to health and safety and regulatoryrequirements and in support of the setting's plans

2. Ensure activities and experiences available for childrenare well planned and organised and adequatelyresourced

3. Check and monitor the physical care that is offered tochildren and that their emotional and social needs aremet

4. Implement flexible and balanced routines that supportthe needs of children and extend their knowledge andunderstanding of other people and the world around

5. Evaluate material resources for safety, hygiene andfitness for purpose

6. Develop systems and procedures to monitor the useand quality of resources and to identify gaps andshortfalls

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CCLD 412.3 Lead a process of change and improvement for theenvironment for children and families



1. Identify issues for improvement and plan for continuousdevelopment in partnership with colleagues, childrenand families and other stakeholders

2. Agree issues for development and improvement withcolleagues, children and families and other stakeholders

3. Prepare colleagues for change and development inways that are positive and motivating

4. Encourage colleagues to innovate and offer support fornew ideas

5. Listen to and affirm colleagues as they go through theprocess of change


7. Encourage colleagues to reflect on, and evaluate theirown and organisational practice






K4D971 Legislation and regulations that affect theenvironment for children and families

K4D972 How to set up systems and procedures tomonitor and evaluate the environment for childrenand families, the types of system that are mostappropriate, and how to introduce these or todevelop those that are already in place

K4D973 How to ensure equality of access for children andfamilies who wish to use the provision: this willinvolve identifying specific barriers to access forindividuals, and general barriers to access thatneed to be addressed e.g. providing informationin relevant home languages

K4D974 Specific issues for multilingual or bilingualenvironments

K4D975 How to adapt your practice to meet care, learningand play needs for children with whom you work,including different genders, ethnicities, ages andabilities, including children with disabilities andspecial educational needs, including:

• Providing a differentiated programme

• Using indoor and outdoor space effectively

• Providing a range of good-quality, culturallyrelevant equipment and activities

• Ensuring the environment is stimulating andinteresting and still provides opportunity forprivacy and quiet areas for children

K4H976 How to ensure the environment promotes positivehealth and is hygienic, including understandingprinciples of cross infection and awareness of HIV /Aids

K4H977 How to ensure that important health and safetyinformation about children is clearly understood byall colleagues in the setting or service

K4D978 How to plan and organise the environment tomeet the needs children of different ages and withdifferent needs and abilities, including planningand providing balanced, flexible daily and weeklyroutines that meet the individual child's needs andthat of a group

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K4P979 Systems and practices for implementing changein the environment

K4P980 The types of support needed by colleagues andothers during a process of change

K4P981 How to model and demonstrate good practice,leading by example and encouraging andinfluencing others

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Centre

Centre Name

Centre Number

Unit Title: CCLD 413 – Develop and implement operational plans for yourarea of responsibility


CCLD 413 – Develop and implement operational plans for your area of responsibility












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CCLD 413 Develop and implement operational plansfor your area of responsibility


CCLD 413 Develop and implement operational plans for your area of responsibility


Every setting should have an overall strategic business plan and each identified area ofresponsibility should also have an operational plan that will contribute to achieving theobjectives set out in the strategic business plan.

The plans will be for a specific area of responsibility, for example, managing an individualnursery or managing aspects of service within a group of nurseries, or contributing tomanaging a service such as SureStart or services involving peripatetic support to families orgroups.


The unit is recommended for people such as managers of settings such as nurseries orthose contributing to managing services for children and families, where the primary focus ischildren's care, learning and development.



Origin of unit

This unit originates from the National Occupational Standards for Management andLeadership B1.



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Skills

Listed below are the main generic 'skills' which need to be applied in developing andimplementing operational plans for your area of responsibility. These skills are explicit/implicitin the detailed content of the unit and are listed here as additional information:

• Planning • Communicating

• Risk management • Influencing and persuading

• Delegating • Monitoring

• Networking • Evaluating

• Involving others • Setting objectives

• Innovating • Building consensus

• Consulting

CCLD 413 Develop and implement operational plans for yourarea of responsibility



Outcomes of effective performance

1. Balance new ideas with tried and tested solutions

2. Balance risk with desired outcomes

3. Make sure your plans are consistent with the objectivesof your area of responsibility

4. Make sure your plan is flexible and complements relatedareas of work

5. Develop and assign objectives to people together withthe associated resources


6. Win the support of key colleagues and otherstakeholders

7. Monitor and control your plan so that it achieves itsoverall objectives

8. Evaluate the implementation of your plan and makerecommendations that identify good practice and areasfor improvement

Behaviours which underpin effective performance

1. You constantly seek to improve performance

2. You work towards a clearly defined vision of the future

3. You present information clearly, concisely, accuratelyand in ways that promote understanding

4. You reflect regularly on your own and others'experiences, and use these to inform future action

5. You prioritise objectives and plan work to make the bestuse of time and resources

6. You set demanding but achievable objectives foryourself and others

7. You create a sense of common purpose

8. You balance agendas and build consensus

9. You consider the impact of your own actions on others

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General knowledge and understanding

413K001 Principles and methods of short-to-medium-termplanning

413K002 The importance of creativity and innovation inoperational planning

413K003 How to develop and assign objectives which areSMART (Specific, Measurable, Achievable,Realistic and Time-bound)

413K004 How to analyse and manage risk

413K005 How to develop and plan for contingencies

413K006 Principles and methods of delegation

413K007 How to use resources effectively to achieveobjectives

413K008 How to consult with colleagues and other keystakeholders

413K009 How to monitor and control operational plans toachieve their objectives

413K010 How to develop and use an evaluationframework


Sector specific knowledge and understanding

413K011 Legal, regulatory and ethical requirementsaffecting your work with children and families inyour home country

413K012 The effects of regulation and legislation on yourarea of work

413K013 Who the key stakeholders are in your area ofwork and how to engage them in the planningprocess and implementation of plans

413K014 Methods and processes of consultation withchildren and families with regard to plans andimplementation

Context specific knowledge and understanding

413K015 The market or environment in which yourorganisation works

413K016 The overall vision of your organisation and thegoals you are responsible for achieving

413K017 Funding streams that are available in your part ofthe sector, how to access these to support yourplans

413K018 The children and families who use your serviceand potential users

413K019 Potential users who have found your servicehard to access and how you can break downbarriers and ensure equality of access

413K020 How to build sustainability into your planning, thelevers, barriers and constraints that operate

413K021 Available opportunities for development andexpansion of your service

413K022 How to respond to new opportunities

413K023 Colleagues and other key stakeholders, and theirneeds and expectations

413K024 Processes for consultation

413K025 Sources of information you can use to monitorand evaluate plans

413K026 Procedures for reporting and makingrecommendations

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Centre

Centre Name

Centre Number

Unit Title: CCLD 414 – Co-ordinate and support provision for disabledchildren and those with special educational needs


CCLD 414.1 – Co-ordinate, develop and review policies, procedures and practice for inclusion of children with disabilities and special educational needs

CCLD 414.2 – Co-ordinate planning for individual children

CCLD 414.3 – Work in partnership with other agencies and professionals












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CCLD 414 Co-ordinate and support provision fordisabled children and those with specialeducational needs


CCLD 414.1 Co-ordinate, develop and review policies, procedures and practice for inclusion of children with disabilities and special educational needs

CCLD 414.2 Co-ordinate planning for individual children

CCLD 414.3 Work in partnership with other agencies and professionals


This unit is about co-ordinating support and provision for disabled children and children withspecial educational needs. It includes co-ordinating and reviewing policies and proceduresand reviewing practice, planning for individual children and working in partnership with otheragencies and professionals. As there are variations between the four home countries in theprocesses and procedures and terminology used (in Scotland, additional support needs)you will need to undertake this unit based on policy and practice in your own country andsetting.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This is suitable ifyou co-ordinate work with disabled children or those with special educational needs, eitheras a manager or lead/senior professional in a setting, or within a peripatetic service whereyou have a high degree of autonomy and control over your work.




This is a Level 4 optional unit in the Level 4 NVQ/SVQ for Children's Care, Learning andDevelopment.

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Alternative and This refers to any device, system or method of communication that Augmentative helps individuals with communication difficulties to communicate Communication more easily and effectively: e.g. communication boards, voice

output communication aids, sign language, using symbols or facialexpressions, and gestures

Barriers to Anything that prevents the child communicating with others or communication making relationships, e.g. hearing, speech or visual loss, lack of

support services, mental health issues, learning disabilities


Disability A physical or mental impairment which has a substantial and long-term adverse effect on the child's ability to carry out normal day-to-day activities

Equality of access Ensuring that discriminatory barriers to access are removed andthat information about provision is accessible to all families in thecommunity


Social and medical The medical model reflects the traditional view of disability that it is models of disability something to be 'cured', treating the child as a sick patient. The

social model considers that it is society that needs to change andthat disabled people have rights and choices

Special educational Children with special educational needs learn differently from most needs children of the same age. These children may need extra or

different help from that given to other children

Transitions Changing, moving between different stages of life (growing up) orphysical places (home-nursery-school)

CCLD 414.1 Co-ordinate, develop and review policies,procedures and practice for inclusion of children withdisabilities and special educational needs



1. Co-ordinate and develop policies and proceduresrelevant to the inclusion and equality of access fordisabled children and children with special educationalneeds

2. Regularly review policies and procedures for inclusion ofchildren with disabilities and special educational needs

3. Collect data, monitor and evaluate the effectiveness ofpolicies and procedures in developing and improvinginclusive practice

4. Identify issues and plan for continuous improvement inimplementation of inclusive practice

5. Include children and families as partners in the co-ordination, development and review of policies,procedures and practice

6. Adapt your use of complex specialist language toensure clarity and understanding

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1. Identify, gather and record relevant information to informplans

2. Utilise all relevant sources of information to inform plans,include your own observations and assessments ofchildren

3. Organise staged assessment reviews, increasing thetime allowed between reviews if the child is makingsufficient progress

4. Co-ordinate a graduated response to meet individualchildren's needs

5. Have high expectations of children and commitment toraising their achievement based in a realistic appraisal ofwhat they might achieve

6. Approach the relevant authorities to request additionalresources or a statutory assessment

7. Keep plans up-to-date

8. Ensure resources are adequate to implement plans andadults involved are knowledgeable about children'sdisabilities and special educational needs and confidentin their roles and responsibilities.

9. Identify and take steps to overcome barriers tocommunication

10. Maintain confidentiality as appropriate as to therequirements of your provision

11. Plan to support children through transitions

CCLD 414.3 Work in partnership with other agencies andprofessionals



1. Identify and make contact with other agencies andprofessionals relevant to the co-ordination and supportof disabled children and those with special educationalneeds

2. Seek out information and support available locally orregionally

3. Make sure you work as a partner with other agenciesand professionals

4. Ensure up-to-date records are kept for each child andthat these are informative, objective, clear and accurate

5. Share information across agencies and professionalgroups for the benefit of disabled children and thosewith special educational needs






K4D982 Legislation, regulations and codes of practiceaffecting provision for disabled children and thosewith special educational needs within your homecountry


K4D984 Understanding how disabilities and specialeducational needs may affect development

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K4M985 Specialist local and national support andinformation that is available for you and for thechildren and families


K4D987 The principles behind the social and medicalmodels of disability

K4D988 Details about particular disabilities or specialeducational needs as they affect your ability toprovide a high quality service and supportcolleagues as appropriate

K4D989 Identification of barriers to access andparticipation and how these may be overcome

K4D990 The reasons for integrated provision and thebenefits or otherwise to children

K4C991 The purpose and use of alternative andaugmentative communication and how colleaguescan be supported in using these methods



K4D993 The range of specialist aids and equipment thatare available, their advantages, disadvantages andcost-effectiveness

K4D994 The importance of early recognition andintervention to prevent learning or other difficultiesfrom developing

K4D995 The possible impact of having a child withdisability or special educational needs within afamily

K4C996 Awareness of and ability to use specialistterminology confidently in the interest of thechildren with whom you work, whilst ensuring thatuse of such terminology does not act as a barrierwith other children and adults

K4M997 Local and regional contacts and agencies thatmay support your work


K4M998 Details of other professional groups with specificexpertise that may be deployed for the benefit ofdisabled children and those with specialeducational needs

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Centre

Centre Name

Centre Number

Unit Title: CCLD 415 – Co-ordinate special educational needs for earlyeducation within a local area


CCLD 415.1 – Advise on, plan and promote interventions designed to meet children's needs

CCLD 415.2 – Provide day-to-day support for setting based SENCOs

CCLD 415.3 – Participate in the development of the service for children with special educational needs












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CCLD 415 Co-ordinate special educational needs forearly education within a local area


CCLD 415.1 Advise on, plan and promote interventions designed to meet children's needs

CCLD 415.2 Provide day-to-day support for setting based SENCOs

CCLD 415.3 Participate in the development of the service for children with special educational needs


This unit is about the work of special educational needs co-ordinators (SENCOs) who arearea based and whose work involves supporting settings who offer early education.Although area SENCOs normally work with non-maintained settings the unit is applicable toother settings.


This unit is for you if you are an area SENCO working with settings offering early education.In order to achieve the unit you will be working with a high degree of autonomy andindependence, supporting other practitioners and settings.


You must work within the principles and values of the sector in order to achieve.









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Additional Additional to what is normally provided as part of the setting's usual interventions curriculum and support

Children Children in the settings

Differentiated A curriculum that is responsive to the learners' needscurriculum

Graduated approach A step-by-step approach, trying and evaluating new strategies andfollowing the requirements of codes of practice or legalrequirements within your home country

Inclusion A process of identifying, understanding, and breaking down barriersto participation and belonging

CCLD 415.1 Advise on, plan and promote interventions designedto meet children's needs



1. Provide advice and practical support for theimplementation of a graduated approach toidentification, assessment and intervention

2. Ensure your planning and interventions are based oncurrent, relevant information about the childrenconcerned, and recognise resource implications

3. Support the development of strategies for monitoringand evaluating interventions

4. Plan and promote interventions in partnership withchildren and families, ensuring that communicationdifficulties are effectively addressed

5. Support setting SENCOs who are preparing children fortransitions


6. Provide advice on establishing training needs andidentifying opportunities for professional updating forsetting SENCOs

CCLD 415.2 Provide day-to-day support for setting basedSENCOs



1. Establish the support needs of the setting SENCOs,prioritising and responding to settings that need mostsupport

2. Develop and maintain positive relationships and effectivecommunication with the setting SENCOs

3. Support SENCOs within settings to develop policies forinclusion and access for children with specialeducational needs

4. Sensitively offer support and advice to setting SENCOsin their everyday work with children with specialeducational needs

5. Work with settings to support and encourage theirconfidence and independence in their work with childrenand families

6. Ensure that referral procedures are clear and recordsare well organised, relevant and follow a consistentapproach

7. Provide a positive role model in hands-on work withchildren and families

8. Share information as required and maintain appropriateconfidentiality

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CCLD 415.3 Participate in the development of the service forchildren with special educational needs



1. Support a multi-agency approach by setting up andmaintaining links between key agencies involved insupporting children with special educational needs

2. Share knowledge of assessment frameworks used inyour work with other agencies

3. Involve other professionals in providing advice,information and training as required by the setting

4. Contribute to the development of local services andresources

5. Develop and disseminate good practice in work withchildren with special educational needs in earlyeducation settings






K4D982 Legislation, regulation and codes of practiceaffecting provision for disabled children andthose with special educational needs within yourhome country

K4P1000 Relevant policies and procedures for yourservice in relation to special educational needs

K4M1001 Detailed knowledge and understanding of localpolicies and procedures for special educationalneeds and their implementation


K4S1002 In-depth understanding of the principles andapplication of the assessment framework andassociated interventions that are used in yourlocal area

K4D1003 The principles of inclusion and integration andhow these are applied within current guidance

K4M1004 Where to find information about specific areas ofspecial educational need that you require to fulfilyour role

K4P1005 The range of local, regional and nationalresources that are available to support your roleand that of the setting SENCO

K4D1006 Actions to take where there are concerns aboutchildren's development, including systems ofreferral within your local area

K4D1007 Realistic developmental and learning goals forchildren with special educational needs

K4C1008 Strategies and resources that may be usefulwhen dealing with children who havecommunication difficulties

K4D1009 Strategies and resources that may be usefulwhen dealing with children who have social,emotional, behavioural difficulties, includingcolleague support

K4D1010 Detailed understanding of how to developdifferentiated curricula, based on children'sindividual needs

K4D1011 Which adaptations and specialist aids maybemost useful for particular children andcircumstances and how practitioners may obtainthese for the benefit of the children they workwith

K4P1012 How to support other practitioners in dealing withsensitive and stressful situations

K4P1013 How to ensure that your skills, knowledge andadvice are available to setting SENCOs, withoutunnecessary barriers

K4P1014 Sources of personal and professional support

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K4M1015 The benefits of working as part of a team withdifferent agencies and professionals and sharinginformation and good practice

K4M1016 How to ensure that you make positive links withother agencies and establish good workingrelationships for the benefit of children and theirfamilies

K4D1017 The importance of working in partnership withfamilies, and strategies that may be employed todevelop these partnerships

K4M1018 The involvement of the local community insupporting and providing information for settings

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Centre

Centre Name

Centre Number

Unit Title: CCLD 416 – Assess quality assurance schemes against agreedcriteria


CCLD 416.1 – Identify quality assurance requirements

CCLD 416.2 – Examine initial evidence against requirements

CCLD 416.3 – Assess provision and provide feedback












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CCLD 416 Assess quality assurance schemesagainst agreed criteria


CCLD 416.1 Identify quality assurance requirements

CCLD 416.2 Examine initial evidence against requirements

CCLD 416.3 Assess provision and provide feedback


This unit is about assessing quality against agreed criteria and it includes planning, visitingand giving feedback.


This unit will be useful for practitioners responsible for assessing quality assurance inprovision whose main purpose is children's care, learning and development.











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Quality assurance Based on best practice (as opposed to minimum standards)

Quality assurance Recognition schemes that are offered by a national or local schemes organisation to recognise quality




1. Demonstrate familiarity and understanding of a range ofquality assurance programmes used in the provision ofchildcare

2. Identify specific criteria against which quality assuranceprovision will be measured

3. Make arrangements to visit childcare providers, at amutually convenient time to minimise disruption

4. Negotiate and agree a plan for the visit

5. Communicate requirements for evidence to providers

6. Demonstrate a non-judgmental attitude that valuesdiversity and recognises cultural differences




1. Ensure that all the evidence requested has been madeavailable

2. Ensure that the quality assurance criteria are available forreference

3. Scrutinise the setting's documents and assess forcompliance with agreed criteria

4. Where gaps are identified in the evidence, this isdiscussed with the relevant person and alternativesources of evidence are sought

5. Ensure that policies and procedures employed in thesetting are in line with regulatory requirements in yourhome country and current best practice

6. Produce a report giving details of your assessment




1. Assess different aspects of quality assurance againstrelevant criteria

2. Assess and evaluate all aspects of provision

3. Ensure that the views of staff, children and other serviceusers are obtained as part of the evaluation

4. Identify action points and areas for improvement

5. Identify areas of good practice in quality assurance

6. Provide feedback to relevant individuals in a supportiveand constructive manner

7. Negotiate and agree a timescale for implementingimprovements identified as action points

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K4P1019 Ways in which the criteria identified in the qualityassurance documents can be supported byevidence

K4P1020 The range and type of evidence that can beproduced by providers to demonstrate the qualityassurance procedures

K4P1021 The value of different types of evidence indemonstrating compliance to quality assurancecriteria

K4P1022 Methods of evaluating and assessing evidencefor quality assurance schemes

K4P1023 Why it is important to consult staff and serviceusers and seek their views on the quality ofprovision

K4P1024 How to make objective judgments about qualityassurance schemes based entirely on theevidence presented at the visit

K4P1025 How to prioritise action points for improvementwithin the quality assurance scheme

K4C1026 How to provide feedback to providers that isconstructive and supportive, whilst recognisingthe areas that could be improved

K4C1027 How to manage disagreements in relation to yourquality assurance scheme evaluation

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Centre

Centre Name

Centre Number

Unit Title: CCLD 417 – Establish and sustain relationships with providers ofservices to children and families


CCLD 417.1 – Establish and sustain contact with providers of services to children and families

CCLD 417.2 – Enable providers of services to children and families to access sources of information and support

CCLD 417.3 – Contribute to the development and maintenance of support networks












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CCLD 417 Establish and sustain relationships withproviders of services to children andfamilies


CCLD 417.1 Establish and sustain contact with providers of services to children and families

CCLD 417.2 Enable providers of services to children and families to access sources of information and support

CCLD 417.3 Contribute to the development and maintenance of support networks


This unit is about establishing relationships with providers of services for children andfamilies in order to facilitate the development of networks, information sharing, developmentand support.


This unit is for you if you work as a national, regional and local support or developmentworker in a setting or service whose main purpose is to support the care, learning anddevelopment of children in partnership with their families.











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Providers of services Any setting or service where children's care, learning anddevelopment is promoted and for which you provide support or actas a development worker

CCLD 417.1 Establish and sustain contact with providers ofservices to children and families



1. Obtain information from different sources about childcareproviders within your area of responsibility

2. Identify opportunities to contact providers individually orin groups

3. Develop and provide information or promotional materialto raise awareness and facilitate contact

4. Identify any likely barriers to contact and take steps toovercome these

5. Make contact with providers in your area of responsibility

6. Agree with providers how contact will be maintained atregular intervals

CCLD 417.2 Enable providers of service to children and families toaccess sources of information and support



1. Discuss the need for information and support withproviders

2. Identify the types of information needed, based on thepurpose for which it is required

3. Provide information on agreed issues or topics

4. Direct providers towards helpful, relevant and validsources of information

5. Encourage providers to share information andinformation sources

6. Help providers to identify different sources of support

7. Identify barriers to information sharing and discuss withproviders how these can be overcome

8. Regularly review information needs with providers

CCLD 417.3 Contribute to the development and maintenance ofsupport networks



1. Help providers to identify and develop networkingopportunities

2. Help providers organise and plan opportunities fornetworking

3. Facilitate the provision of network and developmentmeetings

4. Encourage providers to use a range of methods,opportunities and facilities for networking

5. Help providers to identify areas for development

6. Help providers to identify information and resources tosupport development

7. Encourage providers to share good practice

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K4M1028 Different sources of information about childcareproviders, locally, regionally and nationally andhow to access such information

K4C1029 What barriers might be encountered whenestablishing relationships with providers, andhow these might be minimised or overcome

K4P1030 The type and format of information orpromotional material that you might use to raiseawareness and facilitate contact betweenyourself and providers

K4M1031 The sort of information that providers may needto support the delivery of services

K4P1032 The type of information that providers may needfor continuous professional development

K4M1033 Sources of reliable and valid information forchildren and families and how these can beaccessed

K4C1034 Barriers to information sharing between providersand how they can be overcome

K4C1035 Different ways of networking and providingmutual support

K4P1036 What is considered to be good practice inchildcare provision

K4P1037 Ways in which providers can be encouraged toshare innovative and good practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 418 – Co-ordinate and support the revision of policies,procedures and practice for registration and inspection


CCLD 418.1 – Evaluate policies, procedures and documentation in the light of requirements for registration and inspection

CCLD 418.2 – Evaluate practice in the light of requirements for registration and inspection

CCLD 418.3 – Co-ordinate and support changes and development to practice in order to meet registration and inspection requirements












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CCLD 418 Co-ordinate and support the revision ofpolicies, procedures and practice forregistration and inspection


CCLD 418.1 Evaluate policies, procedures and documentation in the light of requirements for registration and inspection

CCLD 418.2 Evaluate practice in the light of requirements for registration and inspection

CCLD 418.3 Co-ordinate and support changes and development to practice in order to meet registration and inspection requirements


This unit is about preparing for registration and inspection by co-ordinating and supportingthe revision of policies, procedures and practice.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you work as a manager or lead/senior practitioner with co-ordination responsibilityfor preparing provision for registration and inspection by a national regulator or you supportothers across a number of sites. There are different systems of regulation and inspectionacross the four home countries and you will need to relate this unit to the appropriatesystem in your home country.





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Registration A process of checking that an applicant is suitable to care forchildren in safe and suitable premises

Inspection A system to provide a regular check to ensure that providers ofchildcare meet regulatory requirements

Others who are Children, families, other agencies, other professionalsinvolved

Stakeholders Others with an interest in the outcomes of inspection e.g.management committees, trustees, parents and families,community groups

CCLD 418.1 Evaluate policies, procedures and documentation inthe light of requirements for registration andinspection



1. Establish the requirements of registration and inspection

2. Check policies, procedures and documentation in thelight of requirements, establishing if there are gaps orinaccuracies

3. Consult and clarify your findings with colleagues andothers who are involved

4. Develop and improve policies, procedures anddocumentation to meet regulatory requirements

5. Ensure actions and requirements from previousinspections are dealt with

CCLD 418.2 Evaluate practice in the light of requirements forregistration and inspection



1. Establish the requirements of registration and inspectionand their implications for practice

2. Check practice in the light of requirements, establishingif there are areas where development is required

3. Consult and clarify your findings with colleagues andother stakeholders


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CCLD 418.3 Co-ordinate and support changes and developmentto practice in order to meet registration and inspectionrequirements



1. Present options for change and development tocolleagues and other stakeholders

2. Agree objectives for change and development withcolleagues, drawing on your evaluations and previousinspection reports

3. Clarify requirements and resource implications

4. Implement change in an organised and manageableway, ensuring colleagues are confident in their roles andresponsibilities

5. Identify training and qualification needs and investigatewhere and how these can be met






K4P1038 Legislation, regulation and procedures forregistration and inspection in your home country

K4P1039 The powers held by regulators e.g. investigation,enforcement and compliance

K4P1040 The detailed requirements for both registrationand inspection, the implications of regulatoryrequirements for the setting, its staff, the childrenand families involved


K4M1041 The detailed information required by regulatoryauthorities

K4P1042 Information about how the inspection will beconducted and your rights to appeal or complain

K4P1043 The role and purpose of self-assessment

K4P1044 The importance of good organisation andpreparation for registration and inspection

K4D1045 How to involve children and families in ways thatare positive and beneficial to them and to thesetting

K4P1046 How to manage change positively in ways thatare sensitive to colleagues and lead to beneficialoutcomes for children, families and otherstakeholders

K4P1047 Organisational and management developmentand change. How to respond positively tocomments and actions as a result of inspection


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Centre

Centre Name

Centre Number

Unit Title: CCLD 419 – Contribute to the enhancement of early education forchildren


CCLD 419.1 – Evaluate current educational practice within the setting

CCLD 419.2 – Provide advice to the provision on strategies for improvement

CCLD 419.3 – Support curriculum planning and development

CCLD 419.4 – Work alongside those within the setting to enhance educational provision












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CCLD 419 Contribute to the enhancement of earlyeducation for children


CCLD 419.1 Evaluate current educational practice within the setting

CCLD 419.2 Provide advice to the provision on strategies for improvement

CCLD 419.3 Support curriculum planning and development

CCLD 419.4 Work alongside those within the setting to enhance educational provision


This unit is about supporting provision that offers early education. It is about helping settingsto evaluate their current educational practice and determine strategies for improvement. Italso involves supporting settings in planning the curriculum and modelling good practice inproviding a high quality early education experience for children and their families.


This unit is for you if you work in support of settings that offer early education. You may workas part of a more general advisory service or across a number of similar settings or have aperipatetic role that is specific to a specialist service.





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Children The children in the settings with whom you are working, exceptwhere additional requirements are indicated

Curriculum for early This can apply to formal early education curriculum frameworks or education less formal opportunities that take place in practice with children

Differentiated The curriculum that is responsive to the learners' needs i.e. not curriculum presenting the same curriculum to everyone

Equality of access Ensuring that discriminatory barriers to access are removed andallowing for children's individual needs, ensuring that informationabout provision is accessible to all families in the community

ICT (Information Examples are computers, calculators, electronic devices, and Communication audiovisual equipment, programmable toys, digital camerasTechnology)

Provision The setting or service where early education takes place


CCLD 419.1 Evaluate current educational practice within thesetting



1. Observe the delivery of the curriculum and theorganisation of the provision

2. Assess the range and quality of resources available forthe delivery of the curriculum

3. Evaluate the plans, programmes and routines within theprovision in terms of providing a balanced and relevantcurriculum that makes use of all available resources bothwithin and outside the provision

4. Assess the involvement of children in activities acrossthe curriculum areas and whether they are engaged inpurposeful play and activity

5. Assess the organisation of space, educational value ofdisplays and other equipment and the involvement ofadults in support of the curriculum

6. Assess the use of ICT to support learning

7. Assess the involvement of families and childrenthemselves in the planning and implementation of thecurriculum

8. Evaluate the curriculum offered in terms of its suitabilityand appropriate differentiation to meet the needs of allthe children

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CCLD 419.2 Provide advice to the provision on strategies forimprovement



1. Sensitively discuss your assessment of currenteducational provision with senior colleagues within theprovision

2. Advise colleagues on development and improvementopportunities

3. Support colleagues in implementing change andimprovement

4. Support and identify additional training opportunities forcolleagues




1. Work with colleagues to develop long, medium andshort-term curriculum plans

2. Ensure the plans meet the needs of national and localguidance and regulatory requirements

3. Support the involvement of children, parents and familiesin curriculum planning

4. Support planning of a differentiated curriculum designedto meet the needs of all the children

5. Advise colleagues on resource implications of thecurriculum plan

6. Support the implementation of the planning cycle toinclude review, evaluation and continuous improvement

CCLD 419.4 Work alongside those within the setting to enhanceeducational provision



1. Model good practice in delivering the curriculum byhands-on work with children and families within theprovision

2. Support colleagues in organising space, materials,equipment and activities

3. Support colleagues in organising routines, activities andexperiences for children

4. Support colleagues involved in difficult or sensitivesituations

5. Be available for advice and support






K4D853 Requirements of legislation, regulation andguidance covering early education in your homecountry

K4D How to ensure that the provision includes high-1050 quality learning experiences, activities and

resources that meet the needs of children withinearly education and in less formal learningsituations

K4D856 The role of play in the delivery of learning i.e. howplay can be used to achieve learning goals whilstmaximising children's opportunities for freelychosen play

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K4D How children's stage of development affects their1053 learning and the provision that they require






K4D The types of resources, equipment, activities and1059 experiences that are most productive in the

support of early education including ICT






K4D How to model effective work with children in the1064 delivery of early education and advise and support

those who are involved

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Centre

Centre Name

Centre Number

Unit Title: CCLD 420 – Research and develop an area of practice


CCLD 420.1 – Identify research opportunities

CCLD 420.2 – Collect and analyse data

CCLD 420.3 – Identify changes to practice resulting from research












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CCLD 420 Research and develop an area of practice


CCLD 420.1 Identify research opportunities

CCLD 420.2 Collect and analyse data

CCLD 420.3 Identify changes to practice resulting from research


This unit is about researching an area of practice, using the skills of data collection, analysisand evaluation. The unit also includes identifying changes to practice and analysing thepotential impact of such changes.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. The unit will besuitable for managers and those who work at an advanced level with significantresponsibilities.




This is an optional unit in the Level 4 NVQ/SVQ for Children's Care, Learning andDevelopment.




Application of number: 4.1, 4.2. 4.3 Numeracy: Higher



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Data analysis tools Anything used to help analyse your data e.g. Software, statisticalapplications

Literature search Looking up existing relevant information on your topic, using textbooks, journals and published work, internet and other sources

Research methods Methods of research and data collection, approaches to yourresearch

Statistically Enough information to withstand statistical testssignificant




1. Carry out a literature search using a range of informationsources

2. Identify current and emerging areas of best practice

3. Identify the most appropriate area of practice to researchfor your organisation

4. Consider the different research methods and identify themost appropriate for your purpose

5. Develop an action plan to support your research

6. Seek agreements from those who will be involved inyour research

7. Make preparations to collect data

8. Ensure your research plans meet the requirements forethical and confidential research practice




1. Collect data from primary and secondary sources

2. Use a range of methods for collecting data

3. Ensure that sufficient information is collected fromdifferent sources to provide statistically significant results

4. Objectively analyse data, using appropriate statisticalmethods

5. Collate the results of your analysis and draw conclusionsbased on your results

6. Present your results clearly and in the format mostsuitable for the intended purpose




1. Discuss the information and results obtained fromresearch with colleagues and others concerned withchanges to practice

2. Identify the changes that need to be made, based onthe information obtained from research

3. Clearly identify the benefits of such changes in practiceto the quality of childcare provision in your setting

4. Identify the resources needed to implement the changeto practice

5. Agree a plan for implementing changes to practice withthose who will be affected by such changes

6. Identify any barriers or obstacles that might affect theimplementation of new practice

7. Liaise with others to develop strategies to overcomesuch barriers or obstacles

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K4P1065 How to access current and up-to-dateinformation about childcare practice

K4M1066 What other types of information might be neededand where to access this

K4P1067 How to ensure the validity and reliability ofresearch-based information sources e.g. peerreview, meta-analysis

K4P1068 The ethics of undertaking research and theimportance of seeking agreements with thoseinvolved

K4P1069 How to ensure a statistically significant sample

K4P1070 How statistics are analysed, including how toextract meaningful information from statisticaldata

K4M1071 How to present information in a way that isappropriate and meaningful to the audiencereceiving it

K4P1072 Different research methodologies, qualitative andquantitative information sources, the advantagesand disadvantages of different methods, primaryand secondary information sources

K4P1073 How to develop data analysis tools

K4P1074 How to overcome the difficulties in implementingchanges to practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 421 – Provide information about children and families’services


CCLD 421.1 – Establish and maintain information about the full range of services available to children and families

CCLD 421.2 – Provide information about children and family services in response to requests












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CCLD 421 Provide information about children andfamilies’ services


CCLD 421.1 Establish and maintain information about the full range of services available to children and families

CCLD 421.2 Provide information about children and family services in response to requests


This unit is about the dissemination of information about children and families' services.


This unit will be useful for practitioners working in a variety of settings whose main purposeis children's care, learning and development, or within children and families' informationservices.












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Stakeholders Others with an interest in the outcomes of activity or decisions

Information systems Can be electronic e.g. computer database or paper-based systemof storing information

CCLD 421.1 Establish and maintain information about the fullrange of services available to children and families



1. Contact stakeholders and service providers to identifyinformation relating to services for children and families

2. Identify resources to support the management ofinformation systems

3. Collate information about childcare provision, supportgroups and leisure activities for children in the local area

4. Develop systems for managing the information relating toservices for children and families

5. Ensure that information about services is sufficientlydetailed for judgments to be made about its suitability fordifferent ages or abilities

6. Provide detailed information about the services that iseasily accessible to children and families in the specifiedlocal area

7. Encourage providers to inform the information service ofany changes to their provision

8. Ensure that arrangements are in place for monitoringand updating information on a regular basis

CCLD 421.2 Provide information about children and family servicesin response to requests



1. Clarify the reasons for the request

2. Identify the type of information required to meet thepurpose

3. Provide information that is objective in ways that do notindicate preference

4. Ensure that systems are in place to monitor informationrequests in ways that protect children

5. Provide information to a range of public and privateorganisations in locations that are easily accessible tochildren and families

6. Feed back comments, compliments and complaintsabout children's services to providers






K4M1075 Sources of information and who the stakeholdersare in your locality who have an interest ininformation about children's services

K4M1076 How to obtain resources to develop and manageinformation systems

K4P1077 What is meant by the full range of services, e.g.the leisure services, daycare and childmindingservices, other childcare provision, includingafter-school clubs and holiday schemes, supportgroups and other networks

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K4M1078 Systems that can be used for the managementand maintenance of information, e.g. database

K4M1079 Why it is important that information is provided sothat it can be understood by everyone; issuesthat may affect the way in which information isprovided

K4P1080 What details need to be included in informationpackages for services to ensure that childrenand families can make decisions about theirsuitability

K4M1081 Why it is important to provide information in waysthat do not indicate preference and how youmight do this

K4M1082 How to make information accessible to familiesand children, e.g. where to locate informationand how to present it

K4M1083 Why it is important to feedback any commentsabout provision to service providers

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Centre

Centre Name

Centre Number

Unit Title: CCLD 422 – Co-ordinate work with families


CCLD 422.1 – Establish and monitor procedures and practices for work with families

CCLD 422.2 – Implement policies and procedures for work with families

CCLD 422.3 – Deal with family issues, grievances and complaints












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CCLD 422 Co-ordinate work with families


CCLD 422.1 Establish and monitor procedures and practices for work with families

CCLD 422.2 Implement policies and procedures for work with families

CCLD 422.3 Deal with family issues, grievances and complaints


This unit is about co-ordinating work with families for the benefit of children. It is recognisedthat work with families has benefits for children and for the family members themselves.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you co-ordinate work with families as a manager or lead/senior practitioner withsignificant responsibility in this area of practice.











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Complaints and These may be formal or informal and variable in how serious theygrievances are

CCLD 422.1 Establish and monitor procedures and practices forwork with families



1. Discuss information needs with families, children andpractitioners

2. Identify the most effective way of communicating withfamilies and involving them in the provision

3. Review the regulatory requirements for parental andfamily involvement

4. Evaluate the needs of the children within the setting andtheir families

5. Identify and develop or improve procedures for:

• Involving families in the activity of the provision

• Security and safety arrangements for collection ofchildren

• Roles and responsibilities of all practitioners inrelation to families

• Emergency contact details

6. Collect data, monitor, evaluate and update policies andpractices to take account of changing needs andcircumstances

CCLD 422.2 Implement policies and procedures for work withfamilies



1. Check that all practitioners communicate with families ina manner and language that is clearly understood byfamily members

2. Observe practitioners when they are:

• Liaising with families

• Involving families in activities

• Informing the families of children's progress andany potential problems

• Dealing with families who are unhappy with anyaspect of the provision

3. Liaise with practitioners about changes that might berequired

4. Resolve conflicts and issues arising from interactions ofpractitioners with families

5. Ensure the views of children and families are sought




1. Work within the policies and procedures of the settingwhen issues arise or there are complaints andgrievances

2. Be aware of problems that may arise in work withfamilies

3. Listen carefully and take note of any explanations andaccounts given to you by practitioners about incidentsthat might lead to complaints from families

4. Ensure families are able to contact you and speakconfidentially and openly about their grievances

5. Listen carefully and take note of comments, accountsand grievances from families

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6. Work with all parties to help resolve differences

7. Discuss matters arising from the issue, complaints orgrievances and offer appropriate solutions, wherepossible

8. Resolve the issue, complaints or grievances as positivelyas possible, whilst ensuring that the child does notsuffer because of the actions of family members

9. Record and report the issue, complaint or grievance,according to procedures






K4D1084 Key sector principles of working collaborativelyand in partnership with families

K4P1085 The range of family structures and backgroundsrepresented in your setting and the importanceof respecting and valuing diversity

K4D1086 How family beliefs, attitudes and values mayaffect behaviour, self-reliance and identity

K4C1087 How to communicate with all familiesrepresented in your setting or service, includingthose with communication barriers or difficulties

K4C1088 Local contacts for translating literature andinformation into families' home languages

K4C1089 How to deal with conflicts between practitionersand families in ways that are fair to both parties

K4P1090 The importance of training and supportingpractitioners in your setting or service, to workeffectively with families whose beliefs, attitudesand values may be different


K4D1091 How to deal with discriminatory and stereotypedattitudes that may be exhibited by familymembers in terms of the care and provision fortheir children, and more generally about theirlocal area and other families represented in theprovision

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Centre

Centre Name

Centre Number

Unit Title: CCLD 423 – Manage multi-agency working arrangements


CCLD 423.1 – Establish and maintain relationships with other agencies

CCLD 423.2 – Share information with other agencies












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CCLD 423 Manage multi-agency workingarrangements


CCLD 423.1 Establish and maintain relationships with other agencies

CCLD 423.2 Share information with other agencies


This unit is about managing multi-agency working arrangements. With the extension of rolesand new legislation many more managers have to work collaboratively with other agenciesfor the benefit of children and families.


This unit is for you if you manage or contribute to the management of a setting or servicewhose main purpose is to support the care, learning and development of children inpartnership with their families and who work collaboratively with other agencies.












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Agencies Organisation or service where professional activity or businesstakes place


CCLD 423.1 Establish and maintain relationships with otheragencies



1. Identify and make contact with relevant agencies

2. Establish ground rules of working together with otheragencies, clarifying roles, responsibilities andaccountability

3. Establish and maintain positive relationships with otheragencies, recognising different communication styles

4. Set up regular contact with colleagues in other agencies

5. Facilitate contact between colleagues in your ownagency and those in other agencies

6. Work with other agencies to minimise duplication andshare relevant information

7. Treat colleagues in other agencies with respect,recognising their different skills and expertise




1. Establish methods of sharing information based on thetypes of information involved and the location of thedifferent agencies

2. Use a variety of information sharing methods, includingICT

3. Ensure that appropriate security and confidentiality ismaintained

4. Share information with other agencies in a timelymanner, bearing in mind the potential dangers ofwithholding information balanced against the privacy ofchildren and families

5. Involve and consult children and families in the sharingof information, except where the welfare of children is atstake

6. Ensure children and families are aware of the policiesand procedures of the agency with regard to the sharingof information

7. Use secure methods to store and retrieve information

8. Make sure information is clearly understood andspecialist language is clarified

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K4M1092 The legal and regulatory frameworks affectingyour agency, other agencies with which youwork, and the sharing of information

K4M1093 The benefits for children and families of multi-agency working

K4S1094 The importance of accountability for the welfareof children and how this is achieved


K4M1096 The importance of collaboration betweenagencies to ensure the safety and protection ofchildren

K4M1097 Record keeping and management of data

K4M1098 The advantages and disadvantages of usinginformation technology and computer-basedmethods of storing, retrieving and sharinginformation

K4C1099 Principles of effective communication, verbal andnon-verbal, electronic, paper-based, telephone

K4M1100 Knowledge management and information sharing

K4P1101 The rights of parents and families and of children

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Centre

Centre Name

Centre Number

Unit Title: CCLD 424 – Obtain additional finance for the organisation


CCLD 424 – Obtain additional finance for theorganisation












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CCLD 424 Obtain additional finance for theorganisation


CCLD 424 Obtain additional finance for the organisation


This unit is about identifying the need for and obtaining additional finance to fund theorganisation's proposed activities. The organisation may already be generating some surplusincome through the ongoing supply of its products and/or services. This may be insufficient,however, to fund activities such as investment in new equipment or proposed changes toproducts and/or services and it is in instances such as these where additional finance mightbe required.

A key aspect of this unit is identifying types of finance and funding providers which areappropriate to the particular needs of the organisation.

Whilst you would be expected to draw on the expertise of financial specialists, you are notexpected to be a financial specialist yourself.

For the purposes of this unit, an 'organisation' can mean a self-contained entity such as aprivate sector company, a charity or a local authority or a significant operating unit, with arelative degree of autonomy, within a larger organisation.


The unit is recommended for managers who have significant responsibility in settings orservices whose main purpose is children's care, learning and development.



Origin of unit

This unit originates from the National Occupational Standards for Management andLeadership E3.

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Skills

Listed below are the main generic 'skills' which need to be applied in obtaining additionalfinance for the organisation. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:

• Thinking strategically • Reviewing

• Questioning • Negotiating

• Information management • Contingency planning

• Evaluating • Monitoring

• Presenting information • Involving others

• Communicating • Planning

• Decision making • Forecasting


• Prioritising • Problem solving

• Leadership








Application of Number: 4.1, 4.2, 4.3 Numeracy: Higher





1. Identify the additional finance required to fund theorganisation's proposed activities

2. Seek and make effective use of specialist financialexpertise

3. Evaluate the costs, benefits and risks of the currenttypes and providers of finance used by the organisationand other potential types and providers of finance

4. Select the types of finance which are most appropriateto the needs of the organisation, taking account of levelsof acceptable risk and views of stakeholders, andidentify possible providers

5. Present fully-costed proposals and recommendations forobtaining additional finance to relevant people in theorganisation and, where appropriate, any keystakeholders, and discuss and agree on potentialproviders of finance

6. Ensure timely submission of clear proposals or bids orapplications to potential providers of finance and seekregular updates on progress

7. Put formal agreements in place with providers for agreedamounts of finance at agreed times and, as appropriate,agreed costs and repayment schedules

8. Identify any shortfall in the level of additional fundingobtained and take appropriate action

9. Put contingency plans in place to deal with anyproblems in the additional finance being made availableand any changes to the level of additional financerequired

10. Monitor the effectiveness of the agreements forproviding additional finance, identifying and makingchanges where necessary and identifying improvementsfor the future

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2. You comply with, and ensure others comply with, legaland regulatory requirements, organisational policies andprofessional codes

3. You show sensitivity to stakeholders' needs andinterests and manage these effectively

4. You identify the implications or consequences of asituation

5. You act within the limits of your authority

6. You identify and work with people and organisations thatcan provide support for your work

7. You constructively challenge the status quo and seekbetter alternatives

8. You are vigilant for potential risks

9. You identify and raise ethical concerns

10. You recognise changes in circumstances promptly andadjust plans and activities accordingly

11. You work to a clearly defined vision of the future







424K01 Why organisations might need additional financefor their proposed activities

424K02 Where to obtain and how to evaluate informationin order to identify an organisation's requirementfor additional finance

424K03 Sources of specialist financial expertise and howto make effective use of them

424K04 Different types of finance

424K05 Different providers of finance

424K06 How to evaluate the costs, benefits and risks ofdifferent types and providers of finance

424K07 Criteria for selecting types and providers offinance which are appropriate to organisationalneeds and the views of stakeholders

424K08 The importance of risk in obtaining additionalfinance and ways in which the level of risk can beidentified and managed

424K09 How to work out the full cost of obtaining financefrom providers

424K10 The importance of consulting with relevant peoplein the organisation and key stakeholders onproposals and recommendations for obtainingadditional finance

424K11 The importance of submitting clear proposals orbids or applications to potential providers offinance and allowing sufficient time for theirsubmission and consideration

424K12 The type of formal agreements that should be putin place with providers of finance and what theyshould cover

424K13 The type of actions that might need to be taken inthe event of a shortfall in additional funding

424K14 Why it is necessary to put contingency plans inplace in relation to obtaining additional finance andthe type of contingencies that might occur

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424K15 How to monitor the effectiveness of agreementsput in place for providing additional finance

424K16 The changes that might need to be made toagreements for additional finance


424K17 The types and providers of finance that tend to beused in your sector, and why they are preferred

424K18 Guidelines and codes of practice and anylegislative, regulatory and ethical requirements inrelation to types and providers of funding in yoursector


424K19 The vision, objectives and plans of theorganisation

424K20 The proposed activities of the organisation,including those which require additional finance

424K21 The organisation's stakeholders and their views inrelation to the financing of the organisation'sactivities

424K22 The current types and providers of finance usedby the organisation and other potential types andproviders of finance and their associated costs,benefits and risks

424K23 The particular needs of the organisation in termsof securing additional finance, including theorganisation's attitude to risk

424K24 Relevant people in the organisation and any keystakeholders who should be consulted onproposals and recommendations for obtainingadditional finance

424K25 Proposals or bids or applications submitted toproviders of finance and how they have beenprogressed

424K26 Formal agreements with providers of additionalfinance to the organisation


424K27 The contingency plans that have been put inplace in relation to additional finance

424K28 The specialist financial expertise currently used byyour organisation and other potential sources ofexpertise

424K29 The systems in place for monitoring theeffectiveness of the agreements for additionalfinance and identifying changes to agreementsand improvements for the future

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Centre

Centre Name

Centre Number

Unit Title: CCLD 425 – Provide leadership in your area of responsibility


CCLD 425 – Provide leadership in your area of responsibility












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CCLD 425 Provide leadership in your area ofresponsibility


CCLD 425 Provide leadership in your area of responsibility


The unit is about providing direction to people in a clearly and formally defined area or partof an organisation and motivating and supporting them to achieve the vision and objectivesfor the area. The 'area' may be, for example, a nursery or a peripatetic service or aspects ofthe work of an integrated setting for children and families where children's care, learning anddevelopment is the primary focus.


The unit is recommended for leaders, lead/senior practitioners or managers of nursery orother settings or services to children and families who have responsibility for other peopleand their work.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in providing leadership inyour area of responsibility. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:

• Communicating • Coaching

• Influencing and persuading • Mentoring

• Leading by example • Valuing and supporting others

• Motivating • Empowering

• Consulting • Learning

• Planning • Following

• Setting objectives • Managing conflict

• Providing feedback • Obtaining feedback













1. Create a vision of where your area is going and clearlyand enthusiastically communicate it, together withsupportive objectives and operational plans, to thepeople working within your area

2. Ensure that people working within your area understandand can see how the vision, objectives and operationalplans link to the vision and objectives of the overallorganisation

3. Steer your area successfully through difficulties andchallenges, including conflict within the area

4. Create and maintain a culture within your area whichencourages and recognises creativity and innovation

5. Develop a range of leadership styles and select andapply them to appropriate situations and people

6. Communicate regularly, making effective use of a rangeof different communication methods, with all the peopleworking within your area and show that you listen towhat they say

7. Give people in your area support and advice when theyneed it, especially during periods of setback andchange

8. Motivate and support people in your area to achievetheir work and development objectives and providerecognition when they are successful

9. Empower people in your area to develop their own waysof working and take their own decisions within agreedboundaries

10. Encourage people to give a lead in their own areas ofexpertise and show willingness to follow this lead

11. Win, through your performance, the trust and support ofpeople within your area for your leadership and getregular feedback on your performance

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1. You articulate a vision that generates excitement,enthusiasm and commitment


3. You take personal responsibility for making thingshappen

4. You make complex things simple for the benefit ofothers

5. You encourage and support others to take decisionsautonomously


7. You make time available to support others

8. You show integrity, fairness and consistency in decision-making

9. You seek to understand people's needs and motivations

10. You model behaviour that shows respect, helpfulnessand co-operation

11. You encourage and support others to make the bestuse of their abilities







425K01 The fundamental differences betweenmanagement and leadership

425K02 How to create a compelling vision for an area ofresponsibility

425K03 How to select and successfully apply differentmethods for communicating with people acrossan area of responsibility

425K04 A range of different leadership styles and how toselect and apply these to different situations andpeople

425K05 How to get and make use of feedback frompeople on your leadership performance

425K06 Types of difficulties and challenges that may arise,including conflict within the area, and ways ofidentifying and overcoming them

425K07 The benefits of and how to create and maintain aculture which encourages and recognisescreativity and innovation

425K08 The importance of encouraging others to take thelead and ways in which this can be achieved

425K09 How to empower people effectively

425K10 How to select and successfully apply differentmethods for encouraging, motivating andsupporting people and recognising achievement

Industry/sector specific knowledge and understanding

425K11 Leadership styles common in the industry/sector

425K12 Legal, regulatory and ethical requirements in theindustry/sector

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425K13 Your own values, motivations and emotions

425K14 Your own strengths and limitations in theleadership role

425K15 The strengths, limitations and potential of peopleyou lead

425K16 Your own role, responsibilities and level of power

425K17 The vision and objectives of the overallorganisation

425K18 The vision, objectives, culture and operationalplans for your area of responsibility

425K19 Types of support and advice that people are likelyto need and how to respond to these

425K20 Leadership styles used across the organisation

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Centre

Centre Name

Centre Number

Unit Title: CCLD 426 – Encouraging innovation in your area of responsibility


CCLD 426 – Encourage innovation in your area of responsibility












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CCLD 426 Encourage innovation in your area ofresponsibility


CCLD 426 Encourage innovation in your area of responsibility


This unit is about encouraging and supporting the identification and practical implementationof ideas in your area of responsibility. The initial ideas will primarily come from people whowork in your area of responsibility, including yourself, and will focus on:

• new products and/or services

• improvements to existing products and/or services

• improvements to existing practices, procedures, systems, ways of working, etc. withinthe team or those of the wider organisation or customers or suppliers



The unit is recommended for managers within settings or services whose main purpose ischildren's care, learning and development.



Origin of unit

This unit originates from the National Occupational Standards for Management andLeadership C2.

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Skills

Listed below are the main generic 'skills' which need to be applied in encouraging innovationin your organisation. These skills are explicit/implicit in the detailed content of the unit andare listed here as additional information:


This unit is an optional unit within the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment.




Communication: 4.1, 4.2, 4.3. Communication: Higher

Working with Others: 4.1, 4.2, 4.3. Working with Others: Higher

Problem solving: 4.1, 4.2, 4.3. Problem Solving: Higher

• Communicating

• Leadership

• Problem solving

• Thinking creatively

• Learning

• Motivating

• Reviewing

• Inspiring

• Analysing

• Decision making

• Providing feedback

• Information management

• Involving others

• Valuing and supporting others

• Risk management





1. Identify and, periodically, review the approach to andlevel of innovation within your area of responsibility

2. Motivate all the people working in your area to identifyideas for new products and/or services andimprovements and other potential sources of ideas andencourage the sharing of this information

3. Respond enthusiastically to ideas from individuals orteams and provide constructive feedback

4. Establish and operate a fair and open method forconsidering and selecting initial ideas for furtherdevelopment

5. Discuss and agree ways in which selected ideas can befurther developed and tested by individuals or teams

6. Provide ongoing support, encouragement and resourcesto individuals and teams engaged in the furtherdevelopment and testing of ideas and help to removeany identified obstacles

7. Identify, in discussion with the relevant individuals andteams, those ideas which could be practicallyimplemented, providing help in drawing up andsubmitting business cases and plans in support of ideas

8. Approve the practical implementation of ideas, based onthe identified benefits, risks and required resources,when you have the authority to do so and monitor andreview their progress

9. Champion business cases and plans for ideassubmitted by individuals and teams from your area toother people in the organisation and communicateprogress and decisions

10. Recruit and select creative people and encourage anddevelop the creativity of other people in your area ofresponsibility

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11. Encourage individuals and teams in your area to takeacceptable risks in pursuing innovation and to make andlearn from mistakes

12. Ensure that the originators and developers of any ideaswhich are successfully implemented receive recognitionfor their achievement


1. You find practical ways to overcome barriers



4. You show integrity, fairness and consistency in decisionmaking

5. You inspire others, championing work to achievecommon goals


7. You balance risks against the benefits that may arisefrom taking risks








426K01 The benefits of innovation to the organisation,children and families and other stakeholders

426K02 The difference between creativity and innovation

426K03 How to identify the current approach to and levelof innovation in a particular area, including anystrengths that can be built upon, any weaknessesthat need to be addressed and any obstacles toinnovation that need to be removed

426K04 How to select and apply different methods formotivating people to generate and develop ideas

426K05 How to engage with children and families in orderto identify their ideas and suggested opportunities

426K06 The different potential sources of ideas for newproducts and/or services and improvements

426K07 The importance of communication in innovationand how to encourage communication acrossyour area of responsibility

426K08 The potential obstacles to creativity and whetherand, if so, how they can be removed

426K09 Key stages in the creative process

426K10 Key stages in the innovation process

426K11 How to provide constructive feedback on ideas toteams and individuals and to children and families

426K12 How to establish and operate fair and openmethods for selecting initial ideas for furtherdevelopment including providing reasons whyparticular ideas are not being taken forward

426K13 The range of ways in which initial ideas can befurther developed and tested including settingguidelines or parameters for the use of resources,the level of acceptable risk and the reporting ofprogress

426K14 How to recognise and manage risk in innovation

426K15 How to develop a business case and plans forthe practical implementation of an idea and howto support others in doing this

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426K16 How to unlock creativity in yourself and others

426K17 The characteristics/traits/competencies of creativepeople and how to recognise these

426K18 The resources required for creativity andinnovation, particularly time

426K19 How you can learn from mistakes

426K20 How to recognise the achievements of theoriginators/developers of ideas which have beensuccessfully implemented


426K21 The sector and market in which your organisationworks, links to government policy objectives forchildren's services

426K22 Information sources on innovation in your sector

426K23 Current and emerging political, economic, social,technological, environmental and legaldevelopments in the sector and in related sectors


426K24 Your organisation's strategy, if it has one, forinnovation

426K25 The approach to and level of innovation in yourarea of responsibility

426K26 The role of innovation in your organisation's culture

426K27 Organisational guidelines and procedures fordeveloping and implementing ideas

426K28 The limits of your authority

426K29 The needs of children, families and otherstakeholders

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Centre

Centre Name

Centre Number

Unit Title: CCLD 427 – Allocate and monitor the progress and quality ofwork in your area of responsibility


CCLD 427 – Allocate and monitor the progress and quality of work in your area of responsibility












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CCLD 427 Allocate and monitor the progress andquality of work in your area ofresponsibility


CCLD 427 Allocate and monitor the progress and quality of work in your area of responsibility


This unit is about ensuring that the work required in your area of responsibility is effectivelyplanned and fairly allocated to individuals and/or teams. It also involves monitoring theprogress and quality of the work of individuals and/or teams to ensure that the required levelor standard of performance is being met and reviewing and updating plans of work in thelight of developments.

The 'area of responsibility' may be, for example, a setting or department or functional area oran operating site within an organisation.


The unit is recommended for managers or others with extensive leadership responsibilities insettings or services whose main purpose is children's care, learning and development.



Origin of unit

This unit originates from the National Occupational Standards for Management andLeadership D6.

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Skills

Listed below are the main generic 'skills' which need to be applied in allocating andmonitoring the progress and quality of work in your area of responsibility. These skills areexplicit/implicit in the detailed content of the unit and are listed here as additionalinformation:


This unit is an optional in the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment.






Problem Solving: 4.1, 4.2, 4.3 Problems Solving: Higher

• Setting objectives

• Communicating



• Consulting

• Planning

• Prioritising

• Reviewing

• Problem solving

• Leadership

• Monitoring

• Managing conflict

• Decision making

• Motivating


• Delegating

• Stress management

CCLD 427 Allocate and monitor the progress and quality ofwork in your area of responsibility




1. Confirm the work required in your area of responsibilitywith your manager and seek clarification, wherenecessary, on any outstanding points and issues

2. Plan how the work will be undertaken, seeking viewsfrom people in your area of responsibility, identifying anypriorities or critical activities and making best use of theavailable resources

3. Ensure that work is allocated to individuals and/or teamson a fair basis taking account of skills, knowledge andunderstanding, experience and workloads and theopportunity for development

4. Ensure that individuals and/or teams are briefed onallocated work, showing how it fits with the vision andobjectives for the area and the overall organisation, andthe standard or level of expected performance

5. Encourage individuals and/or team members to askquestions, make suggestions and seek clarification inrelation to allocated work

6. Monitor the progress and quality of the work ofindividuals and/or teams on a regular and fair basisagainst the standard or level of expected performanceand provide prompt and constructive feedback

7. Support individuals and/or teams in identifying anddealing with problems and unforeseen events

8. Motivate individual and/or teams to complete the workthey have been allocated and provide, where requestedand where possible, any additional support and/orresources to help completion

9. Monitor your area for conflict, identifying the cause(s)when it occurs and dealing with it promptly andeffectively

10. Identify unacceptable or poor performance, discuss thecause(s) and agree ways of improving performance withindividuals and/or teams

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11. Recognise successful completion of significant pieces ofwork or work activities by individuals and/or teams

12. Use information collected on the performance ofindividuals and/or teams in any formal appraisals ofperformance

13. Review and update plans of work for your area, clearlycommunicating any changes to those affected



2. You prioritise objectives and plan work to make best useof time and resources



5. You show an awareness of your own values, motivationsand emotions


7. You clearly agree what is expected of others and holdthem to account


9. You take pride in delivering high quality work

10. You are vigilant for possible risks and hazards


12. You use a range of leadership styles appropriate todifferent people and situations







427K02 The importance of confirming/clarifying the workrequired in your area of responsibility with those towhom you report and are accountable and how todo this effectively

427K03 How to identify and take due account of healthand safety issues in the planning, allocation andmonitoring of work

427K04 How to produce a plan of work for your area ofresponsibility, including how to identify anypriorities or critical activities and the availableresources

427K05 The importance of seeking views from peopleworking in your area of responsibility and how totake account of their views in producing the planof work

427K06 Why it is important to allocate work to individualsand/or teams on a fair basis and how to do soeffectively

427K07 Why it is important that individuals and/or teamsare briefed on the allocated work and thestandard or level of expected performance andhow to do so effectively

427K08 The importance of showing individuals and/orteams how their work fits with the vision andobjectives of the area and those of theorganisation

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427K09 Ways of encouraging individuals and/or teams toask questions and/or seek clarification in relationto the work which they have been allocated

427K10 Effective ways of regularly and fairly monitoring theprogress and quality of work of individuals and/orteams against the standards or level of expectedperformance

427K11 How to provide prompt and constructive feedbackto individuals and/or teams

427K12 Why it is important to monitor your area for conflictand how to identify the cause(s) of conflict when itoccurs and deal with it promptly and effectively

427K13 Why it is important to identify unacceptable orpoor performance by individuals and/or teams andhow to discuss the cause(s) and agree ways ofimproving performance with them

427K14 The type of problems and unforeseen events thatmay occur and how to support individuals and/orteams in dealing with them

427K15 The additional support and/or resources whichindividuals and/or teams might require to helpthem complete their work and how to assist inproviding this

427K16 How to select and successfully apply differentmethods for encouraging, motivating andsupporting individuals and/or teams to completethe work they have been allocated, improve theirperformance and for recognising theirachievements

427K17 How to log information on the ongoingperformance of individuals and/or teams and usethis information for formal performance appraisalpurposes

427K18 The importance of reviewing and updating plansof work for your area in the light of developments,how to reallocate work and resources and clearlycommunicate the changes to those affected



427K19 Sector requirements for the development ormaintenance of knowledge, understanding andskills through continuing professional development

427K20 Sector specific legislation, regulations, guidelines,codes of practice relating to carrying out work


427K21 The individuals and/or teams in your area ofresponsibility

427K22 The vision and objectives for your area ofresponsibility

427K23 The vision and aims of the overall organisation

427K24 The work required in your area of responsibility

427K25 The available resources for undertaking therequired work

427K26 The plan of work for your area of responsibility

427K27 The organisation's written health and safety policystatement and associated information andrequirements

427K28 Your organisation's policy and procedures in termsof personal development

427K29 Organisational standards or level of expectedperformance

427K30 Organisational policies and procedures for dealingwith poor performance

427K31 Organisational grievance and disciplinary policiesand procedures

427K32 Organisational performance appraisal systems

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Centre

Centre Name

Centre Number

Unit Title: CCLD 428 – Ensure health and safety requirements are met inyour area of responsibility


CCLD 428 – Ensure health and safety requirements are met in your area of responsibility












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CCLD 428 Ensure health and safety requirements aremet in your area of responsibility


CCLD 428 Ensure health and safety requirements are met in your area of responsibility


This unit is concerned with managing the overall health and safety process in your area ofresponsibility. It is intended to go beyond meeting health and safety legislation and movetowards a situation where health and safety considerations are firmly embedded in theplanning and decision making processes and the 'culture' of your area of responsibility.

The 'area of responsibility' may be, for example, a branch or department or functional areaor and operating site within an organisation.


The unit is recommended for managers and lead/senior practitioners in services andsettings whose main purpose is children's care, learning and development.



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Skills

Listed below are the main generic 'skills' which need to be applied in ensuring health andsafety requirements are met in your area of responsibility. These skills are explicit/implicit inthe detailed content of the unit and are listed here as additional information:









• Consulting


• Decision making


• Questioning

• Monitoring

• Thinking systematically

• Leadership

• Communicating

• Reviewing

• Presenting information

• Prioritising

• Reporting

• Planning

CCLD 428 Ensure health and safety requirements are met inyour area of responsibility




1. Identify your personal responsibilities and liabilities underhealth and safety legislation

2. Ensure that the organisation's written health and safetypolicy statement is clearly communicated to all people inyour area of responsibility and other relevant parties

3. Ensure that the health and safety policy statement is putinto practice in your area of responsibility and is subjectto review as situations change and at regular intervalsand the findings passed to the appropriate people forconsideration

4. Ensure regular consultation with people in your area ofresponsibility or their representatives on health andsafety issues

5. Seek and make use of specialist expertise in relation tohealth and safety issues

6. Ensure that a system is in place for identifying hazardsand assessing risks in your area of responsibility andthat prompt and effective action is taken to eliminate orcontrol identified hazards and risks

7. Ensure that systems are in place for effective monitoring,measuring and reporting of health and safetyperformance in your area of responsibility

8. Show continuous improvement in your area ofresponsibility in relation to health and safety performance

9. Make health and safety a priority area in terms ofinforming planning and decision-making in your area ofresponsibility

10. Demonstrate that your own actions reinforce themessages in the organisation's health and safety policystatement

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11. Ensure that sufficient resources are allocated acrossyour area of responsibility to deal with health and safetyissues

12. Develop a culture within your area of responsibility whichputs 'health and safety' first


1. You respond quickly to crises and problems with aproposed course of action

2. You identify people's information needs







9. You treat individuals with respect and act to uphold theirrights







428K01 Why health and safety in the workplace isimportant

428K02 How and where to identify your personalresponsibilities and liabilities under health andsafety legislation

428K03 How to keep up with legislative and otherdevelopments relating to health and safety

428K04 The requirement for organisations to have awritten health and safety policy statement

428K05 How to communicate the written health and safetypolicy statement to people who work in your areaof responsibility and other relevant parties

428K06 How and when to review the application of thewritten health and safety policy statement in yourarea of responsibility and produce/provide findingsto inform development

428K07 How and when to consult with people in your areaof responsibility or their representatives on healthand safety issues

428K08 Sources of specialist expertise in relation to healthand safety

428K09 Ways of developing a culture in your area ofresponsibility that puts 'health and safety' first

428K10 The type of hazards and risks that may arise inrelation to health and safety: how to establish anduse systems for identifying hazards and assessingrisks and the type of actions that should be takento control or eliminate them

428K11 How to establish systems for monitoring,measuring and reporting on health and safetyperformance in your area of responsibility

428K12 Why and how health and safety should informplanning and decision-making

428K13 The importance of setting a good example toothers in relation to health and safety

428K14 The type of resources required to deal with healthand safety issues

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428K15 Sector specific legislation, regulations, guidelinesand codes of practice relating to health and safety

428K16 Health and safety risks, issues and developmentswhich are particular to the sector


428K17 Other relevant parties with an interest in healthand safety in your area of responsibility

428K18 The organisation's written health and safety policystatement and how it is communicated to peoplewho work for the organisation, people in your areaand to other relevant parties

428K19 Sources of specialist health and safety expertiseused in your area of responsibility

428K20 The operational plans for your area ofresponsibility

428K21 The resources allocated to and across your areaof responsibility for health and safety

428K22 Allocated responsibilities for health and safety inyour area and the organisation in general

428K23 Systems in place in your area of responsibility foridentifying hazards and assessing risks and takingaction

428K24 Systems in place for monitoring, measuring andreporting of health and safety performance in yourarea of responsibility

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Centre

Centre Name

Centre Number

Unit Title: CCLD 429 – Provide learning opportunities for colleagues


CCLD 429 – Provide learning opportunities forcolleagues












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CCLD 429 Provide learning opportunities forcolleagues


CCLD 429 Provide learning opportunities for colleagues


This unit is about supporting colleagues in identifying their learning needs and helping toprovide opportunities to address these needs.

Encouraging colleagues to take responsibility for their own learning is an aspect of this unitas is your role in providing an 'environment', for example, in your team or area ofresponsibility, in which learning is valued.

For the purposes of this unit, 'colleagues' means those people for whom you have linemanagement responsibility.


The unit is recommended for leaders and managers of settings whose main purpose ischildren's care, learning and development and who have as part of their role responsibilityfor other people and their work.



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Skills

Listed below are the main generic 'skills' which need to be applied in providing learningopportunities for colleagues. These skills are explicit/implicit in the detailed content of theunit and are listed here as additional information:








• Coaching


• Mentoring

• Motivating


• Prioritising

• Planning

• Empowering

• Demonstrating

• Reviewing

• Leadership



• Communicating





1. Promote the benefits of learning to colleagues and makesure that their willingness and efforts to learn arerecognised

2. Give colleagues fair, regular and useful feedback on theirwork performance, discussing and agreeing how theycan improve

3. Work with colleagues to identify and prioritise learningneeds based on any gaps between the requirements oftheir work-roles and their current knowledge,understanding and skills

4. Help colleagues to identify the learning style(s) orcombination of styles which works best for them andensure that these are taken into account in identifyingand undertaking learning activities

5. Work with colleagues to identify and obtain informationon a range of possible learning activities to addressidentified learning needs

6. Discuss and agree, with each colleague, a developmentplan which includes learning activities to be undertaken,the learning objectives to be achieved, the requiredresources and timescales

7. Work with colleagues to recognise and make use of un-planned learning opportunities

8. Seek and make use of specialist expertise in relation toidentifying and providing learning for colleagues

9. Support colleagues in undertaking learning activitiesmaking sure any required resources are made availableand making efforts to remove any obstacles to learning

10. Evaluate, in discussion with each colleague, whether thelearning activities they have undertaken have achievedthe desired outcomes and provide positive feedback onthe learning experience

11. Work with colleagues to update their development planin the light of performance, any learning activitiesundertaken and any wider changes

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12. Encourage colleagues to take responsibility for their ownlearning, including practising and reflecting on what theyhave learned


1. You recognise the opportunities presented by thediversity of people



4. You seek to understand individuals' needs, feelings andmotivations and take an active interest in their concerns


6. You recognise the achievements and the success ofothers

7. You inspire others with the excitement of learning

8. You confront performance issues and sort them outdirectly with the people involved

9. You say no to unreasonable requests








429K01 The benefits of learning for individuals andorganisations and how to promote these tocolleagues

429K02 Ways in which you can develop an 'environment'in which learning is valued and willingness andefforts to learn are recognised

429K03 Why it is important to encourage colleagues totake responsibility for their own learning

429K04 How to provide fair, regular and useful feedback tocolleagues on their work performance

429K05 How to identify learning needs based on identifiedgaps between the requirements of colleagues'work-roles and their current knowledge,understanding and skills

429K06 How to prioritise learning needs of colleagues,including taking account of organisational needsand priorities and the personal and careerdevelopment needs of colleagues

429K07 The range of different learning styles and how tosupport colleagues in identifying the particularlearning style(s) or combination of learning styleswhich works best for them

429K08 Different types of learning activities, theiradvantages and disadvantages and the requiredresources (for example, time, fees, substitute staff)

429K09 How/where to identify and obtain information ondifferent learning activities

429K10 Why it is important for colleagues to have a writtendevelopment plan and what it should contain (forexample, identified learning needs, learningactivities to be undertaken and the learningobjectives to be achieved, timescales andrequired resources)

429K11 How to set learning objectives which are SMART(Specific, Measurable, Achievable, Realistic andTime-Bound)

429K12 Sources of specialist expertise in relation toidentifying and providing learning for colleagues

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429K13 What type of support colleagues might need toundertake learning activities, the resourcesneeded and the types of obstacles they may faceand how they can be resolved

429K14 How to evaluate whether a learning activity hasachieved the desired learning objectives

429K15 The importance of regularly reviewing andupdating written development plans in the light ofperformance, any learning activities undertakenand any wider changes

429K16 How to take account of equality legislation, anyrelevant codes of practice and general diversityissues in providing learning opportunities forcolleagues


429K17 Organisational/sector requirements for thedevelopment or maintenance of knowledge, skillsand understanding and professional development

429K18 Learning issues and specific initiatives andarrangements that apply within theorganisation/sector

429K19 Working culture and practices of theorganisation/sector


429K20 Relevant information on the purpose, objectivesand plans of your team or area of responsibility orthe wider organisation

429K21 The work roles of colleagues, including the limitsof their responsibilities and their personal workobjectives

429K22 The current knowledge, understanding and skillsof colleagues

429K23 Identified gaps in the knowledge, understandingand skills of colleagues

429K24 Identified learning needs of colleagues

429K25 Learning style(s) or combinations of stylespreferred by colleagues

429K26 The written development plans of colleagues


429K27 Sources of specialist expertise available in/to yourorganisation in relation to identifying and providinglearning for colleagues

429K28 Learning activities and resources available in/toyour organisation

429K29 Your organisation's policies in relation to equalityand diversity

429K30 Your organisation's policies and procedures inrelation to learning

429K31 Your organisation's performance appraisalsystems

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Centre

Centre Name

Centre Number

Unit Title: CCLD 430 – Manage finance for your area of responsibility


CCLD 430 – Manage finance for your area of responsibility












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CCLD 430 Manage finance for your area ofresponsibility


CCLD 430 Manage finance for your area of responsibility


This unit is about managing finance in order to achieve the stated objectives for your area ofresponsibility. It involves developing and agreeing a master budget for your area and usingthis to monitor evaluate and control performance and take action to deal with identifiedvariances.

Delegating responsibility for budgets for clearly defined activities is a key aspect of this unit.

The 'area of responsibility' may be, for example, a branch or department or functional areaor an operating site within an organisation.


The unit is recommended for managers of settings whose main purpose is children's care,learning and development.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in managing finance foryour area of responsibility. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:









• Communicating

• Decision making

• Questioning

• Consulting

• Monitoring

• Assessing

• Delegating

• Acting assertively


• Negotiating

• Contingency planning


• Problem solving


• Leadership

• Motivating

• Planning

• Prioritising





1. Confirm your financial responsibilities, including the limitsof your authority, with those to whom you report

2. Gather and evaluate available financial information andthe objectives and associated plans for your area andconsult with colleagues to identify priorities, potentialproblems and risks

3. Identify and make use of opportunities to delegateresponsibility for budgets for clearly defined activities tocolleagues in your area, providing them with the requiredongoing support and resources

4. Discuss and, if appropriate, negotiate delegatedbudgets with colleagues and agree provisional budgets

5. Consult on and develop a realistic master budget foryour area and submit it to the relevant people in theorganisation for approval and to assist the overallfinancial planning process

6. Discuss and, if appropriate, negotiate the proposedmaster budget for your area with the relevant people inthe organisation and communicate the final budget tocolleagues in your area

7. Establish systems to monitor and evaluate performanceagainst delegated budgets and the master budget andput contingency plans in place

8. Identify the causes of any significant variances betweenwhat was budgeted for and what actually happened anddiscuss and ensure prompt corrective action is taken,obtaining agreement from the relevant people if required

9. Propose revisions to the master budget, if necessary, inresponse to variances and/or significant or unforeseendevelopments and discuss and agree the revisions withthe relevant people

10. Provide ongoing information on the financialperformance of your area to relevant people in yourorganisation

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11. Advise the relevant people as soon as possible if youhave identified evidence of any potentially fraudulentactivities

12. Encourage colleagues in your area to think about andidentify ways of reducing expenditure and increasingincome, selecting and pursuing those ideas which havepotential for implementation

13. Review the financial performance of your area,particularly in relation to achievement of the statedobjectives, and identify improvements for the future



2. Your are vigilant for potential risks

3. You develop systems to gather and manage informationand knowledge effectively, efficiently and ethically



6. You comply with, and ensure others comply with, legaland regulatory requirements, organisational policies andprofessional codes, principles and values


8. You use communication styles that are appropriate todifferent people and situations

9. You take and implement difficult and/or unnecessarydecisions, if necessary







430K01 The purposes of budgetary systems

430K02 The importance of agreeing financialresponsibilities, including the limits of yourauthority, for your area with those to whom youreport

430K03 Where to get and how to evaluate the availablefinancial information in order to be able to preparea realistic master budget for your area

430K04 The importance of taking account of theobjectives and associated plans of your area indeveloping and operating the master budget

430K05 How to identify opportunities and delegateresponsibility for budgets

430K06 The importance of consulting with colleagues inidentifying priorities, potential problems and risksand generally preparing the budget for your area

430K07 How to discuss, negotiate and confirm budgetswith colleagues in your area and with people whocontrol the finance and the key factors that shouldbe covered

430K08 How to establish systems to monitor and evaluateperformance against budgets

430K09 The importance of contingency plans and the typeof contingencies that may occur

430K10 The main causes of variances and how to identifythem

430K11 What different types of corrective action could betaken to address identified variances

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430K12 The importance of agreeing revisions to thebudget and communicating the changes

430K13 The importance of providing regular information onthe financial performance of your area to relevantpeople and what they might want to know

430K14 Types of fraudulent activities and how to identifythem

430K15 How to encourage colleagues to think about waysof reducing expenditure and increasing income

430K16 How to review the financial performance of yourarea against the stated objectives


430K17 Factors, processes and trends that are likely toaffect financial management in yourindustry/sector

430K18 Legal, regulatory and ethical requirements in thesector


430K19 The scope and nature of your area ofresponsibility including the vision, objectives andoperational plans

430K20 Your financial responsibilities, including the limits ofyour authority

430K21 The people you report to in your organisation

430K22 Financial information available in your organisation

430K23 Activities for which budgets have been delegated

430K24 The budgeting period(s) used in your organisation

430K25 Organisational guidelines and procedures for thepreparation and approval of budgets and formonitoring and reporting of performance againstbudgets and revising budgets

430K26 The agreed master budget for your area, includingdelegated budgets

430K27 Systems established for managing and evaluatingperformance against budgets


430K28 Contingency plans put in place

430K29 What to do and who to contact if suspect fraudhas been committed

430K30 Who needs information on the financialperformance of your area, what information theyneed, when they need it and in what format

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Centre

Centre Name

Centre Number

Unit Title: CCLD 431 – Contribute to the leadership and management ofintegrated childcare provision


CCLD 431.1 – Contribute to the leadership and management of a multi-disciplinary team

CCLD 431.2 – Support integrated approaches to service delivery












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CCLD 431 Contribute to the leadership andmanagement of integrated childcareprovision


CCLD 431.1 Contribute to the leadership and management of a multi-disciplinary team

CCLD 431.2 Support integrated approaches to service delivery


This unit is about contributing to the management of integrated provision. Integratedprovision is where a range of services and environments for children and families isprovided. This does not have to be a physical setting, but could include a range of servicesor resources concerned with children and families.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit is foryou if you are a manager or lead/senior practitioner contributing to the leadership and themanagement of integrated provision for children and families.








Communication: Higher Communication: Higher

Working with Others: Higher Working with Others: Higher

Problem Solving: Higher Problem Solving: Higher

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Multi-disciplinary Colleagues from different disciplines and occupational backgrounds team who may work in peripatetic roles or alongside in daily work

Integrated provision Seamless, interconnected and closely related provision, sometimesdelivered to children and families by one organisation or through asingle point of contact

CCLD 431.1 Contribute to the leadership and management of amulti-disciplinary team



1. Value and respect equally, and build on the strengthsand individual specialist skills of the team

2. Motivate and facilitate team members to innovate andtake the initiative

3. Encourage and facilitate others to take on leadershipand management responsibility

4. Facilitate effective communication between members ofthe multi-disciplinary team

5. Ensure team members respect and value thecontributions of others in different disciplines

6. Encourage team members to manage respectful teamrelationships, build networks and find common ground

7. Facilitate the resolution of conflicts in the multi-disciplinary team

8. Set up systems to share information with the team andbetween team members, ensuring appropriateconfidentiality

9. Model and demonstrate positive multi-disciplinarypractice




1. Ensure that approaches to service delivery areintegrated and clearly focused on the needs of children

2. Clarify requirements, roles and responsibilities withcolleagues

3. Modify and adapt approaches to service delivery,according to the needs of children

4. Listen and respond to the views of children and families

5. Allocate human and material resources according to theneeds of the children and families






K4C1102 How to communicate with members of a teamwithin an integrated setting

K4P1103 How to recognise the strengths in the team andcolleagues' individual expertise

K4P1104 How to set SMART objectives (Specific,Measurable, Agreed, Realistic and Time-limited)

K4P1105 How to select and successfully apply differentmethods for motivating, supporting andencouraging people and recognising theirachievements

K4P1106 Different leadership styles

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K4P1107 The benefits of creativity and innovation for theteam and how to foster these

K4M1108 How to set up systems for information exchange

K4P1109 How to manage human and physical resourcesfairly and in line with setting plans


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Centre

Centre Name

Centre Number

Unit Title: CCLD 326 – Safeguard children from harm


CCLD 326.1 – Refer concerns about the welfare of children

CCLD 326.2 – Share information for the purpose of assessing children in need and their families

CCLD 326.3 – Support plans, interventions and reviews that safeguard children and promote their welfare



I confirm that competence has been demonstrated in all the elements of this unit throughthe agreed assessment procedures. I am satisfied with the ways the process ofassessment(s) was conducted and the outcome. I declare that this is entirely my own work.









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CCLD 326 Safeguard children from harm


CCLD 326.1 Refer concerns about the welfare of children

CCLD 326.2 Share information for the purpose of assessing children in need and their families

CCLD 326.3 Support plans, interventions and reviews that safeguard children andpromote their welfare


This unit is about working with those professionals who have the statutory responsibility tosafeguard children, to contribute to all stages of the process of keeping children safe andprotected from abuse or neglect. The unit covers all aspects of safeguarding children andpromoting their welfare.


This unit is for you if you make contributions to safeguarding children by referring concernsabout their welfare, by participating in the assessment or planning process or by contributingto the review process.




This unit is a group 2 option unit in the Level 3 NVQ/SVQ and a mandatory unit in the Level4 NVQ/SVQ in Children's Care, Learning and Development.







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Procedures and The way things are done in your setting: these may the way thingsprotocols are done throughout a large organisation, or just in your own setting

At risk of harm A child who may be in danger of physical, sexual or emotionalinjury, assault or damage

Age, understanding Talking, or communicating so that you do not use words or phrasesand preference that children or parents cannot understand: this includes using

jargon or some professional terms. It is also about using thelanguage and method of communication that is the choice of thechild or parents you are communicating with

Contemporary notes Notes written immediately an event or occurrence has happened:notes can only be contemporary if they are written at the time,otherwise they are 'retrospective' notes

Parents Those (mothers and fathers) who have formally and legallyacknowledged parental responsibility for the continuous care andwell-being of the child in question, whether biologically related or not

Relevant People such as social workers, police officers, health professionalsprofessionals

CCLD 326.1 Refer concerns about the welfare of children



1. Follow your setting's procedures and protocols forexpressing concerns about a child's welfare

2. Refer and discuss your concerns with the appropriateperson in your setting, or with another agency if you arethe person responsible in your setting

3. If appropriate to the child's age and understanding, andnot placing the child at risk of harm, discuss yourconcerns with the child and parents


4. Communicate with the child in a way that is appropriateto their age, understanding and preference

5. Communicate with parents in a way that is appropriateto their understanding and preference

6. Try to gain parental agreement to a referral being made

7. Agree with the person to whom you make the referralwhat the child and parents will be told, by whom andwhen

8. Confirm verbal or telephone referrals in writing within thetime limits in your procedures or protocols, or at leastwithin 48 hours

9. Record details of all concerns about the welfare of achild, regardless of the outcome

CCLD 326.2 Share information for the purpose of assessingchildren in need and their families



1. Follow your setting's procedures and protocols forsharing information

2. Provide clear, verified information as requested by thosecarrying out initial or core assessments of children

3. Provide clear, verified information about the child'sdevelopmental needs and their parents' capacity torespond to their needs

4. Provide clear, verified information about the child's widerfamily and environment

5. Share information with parents and others only inagreement with those carrying out the initial or coreassessment

6. Provide clear, verified information, including yourprofessional judgments, which will contribute to agreeingfurther action

7. Contribute to a strategy discussion if requested to doso, or provide clear, verified information to enable anappropriate person from your setting to contribute

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8. Keep detailed, timed, dated and signed contemporarynotes about any relevant or unusual events andoccurrences

9. Keep any notes and records securely and take steps toprevent unauthorised access

CCLD 326.3 Support plans, interventions and reviews thatsafeguard children and promote their welfare



1. Contribute to discussions and decisions with otherprofessionals and parents about the best ways to meetthe needs of the child

2. Participate as requested in the development of a plan topromote the welfare and future safety of the child

3. Provide any agreed interventions, services or monitoringof development as requested, or re-negotiate anycommitments that cannot be met

4. Prepare, or contribute to, any written report your settingis asked to provide for a child protection conference

5. Discuss and agree with the relevant professionalswhether your conference report can be shared with theparents

6. If you are invited, attend the conference and participatefully in the decision-making process

7. Participate in a core group where appropriate andsupport the implementation of a child protection plan

8. Communicate with children and parents as agreed withthe other professionals involved in the development ofplans and interventions

9. Participate in the process of reviewing interventions andplans

10. Maintain detailed records of all your actions and anyreports or information you provide






K3S344 The legislation, guidelines and policies which formthe basis for action to safeguard children

K3S345 The Children's Assessment Framework processand how it is used to safeguard children andpromote their welfare

K3S346 The procedures and protocols in your setting forsafeguarding and protecting children andexpressing concerns about children's welfare

K3S347 The definition of a 'child in need', 'child at risk ofsignificant harm'

K3S348 The nature and forms of abuse

K3S349 The nature and forms of neglect

K3S350 The reasons why and circumstances in which,information about concerns may not be sharedwith children and parents

K3M351 The legal and organisational responsibilitiesregarding confidentiality, limits and boundaries andwhy these are important

K3C352 The methods of communication that may beappropriate in working with professionals withstatutory responsibility for safeguarding andprotecting children

K3S353 The roles and responsibilities of all those involvedin safeguarding children and promoting theirwelfare

K3M354 Methods of recording and storing information,including the importance of contemporary notes incases of protection and safeguarding

K3S355 The purpose and procedures of an initialassessment

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K3S356 The purpose and procedures of a coreassessment

K3S357 The purpose and procedures of a strategydiscussion

K3D358 The factors that influence parents' capacity tomeet children's needs

K3D359 The influence of environment and wider family onchildren's development

K3S360 The purpose and procedures of a child protectionconference, key worker and core group

K3S361 The importance and process of reviewing plansand interventions for safeguarding children

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Centre

Centre Name

Centre Number

Unit Title: CCLD 333 – Recruit, select and keep colleagues


CCLD 333.1 – Outcomes of effective performance

CCLD 333.2 – Behaviours which underpin effective performance












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CCLD 333 Recruit, select and keep colleagues




This unit is mainly about recruiting and selecting people to undertake identified activities orwork-roles within your area of responsibility. It involves taking a fair and objective approach torecruitment and selection to ensure that individuals with the required skills, knowledge andunderstanding and who are likely to perform effectively are appointed.

As recruitment and selection can be expensive and time-consuming activities, the unit alsoinvolves taking action to understand why colleagues are leaving and taking action to keepcolleagues.

Whilst you would be expected to draw on the expertise of personnel specialists, you are notexpected to be a personnel specialist yourself.

For the purposes of this unit, ‘colleagues’ means those people for whom you have linemanagement responsibility.


The unit is recommended for supervisors, leaders or managers of settings or serviceswhose main aim is children’s care, learning and development, and who have someresponsibility for selecting, recruiting and keeping colleagues.



Origin of unit



This unit is a group 2 option unit in the Level 3 NVQ/SVQ in Children’s Care, Learning andDevelopment.

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Skills

Listed below are the main generic ‘skills’ which need to be applied in recruiting, selectingand keeping colleagues. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information.




Communication: 3.1a, 3.2, 3.3 Communication: Intermediate 2






1. Talk with colleagues who are leaving your area ofresponsibility to identify and discuss their reasons forleaving

2. Identify ways of addressing staff turnover problems,implementing those which clearly fall within your authorityand communicating others to the relevant people forconsideration

3. Review, on a regular basis, the work required in yourarea of responsibility, identifying any shortfall in thenumber of colleagues and/or the pool of skillsknowledge, understanding and experience

• Reviewing

• Interviewing

• Negotiating

• Planning

• Team building

• Communicating


• Decision making

• Consulting

• Problem solving


• Obtaining feedback


4. Identify and review the options for addressing anyidentified shortfalls and decide on the best option(s) tofollow

5. Consult with others to produce or update jobdescriptions and person specifications where there is aclear need to recruit

6. Consult with others to discuss and agree stages in therecruitment and selection process for identifiedvacancies, the methods that will be used, theassociated timings and who is going to be involved

7. Ensure that any information on vacancies is fair, clearand accurate before it goes to potential applicants

8. Seek and make use of specialist expertise in relation torecruiting, selecting and keeping colleagues

9. Participate in the recruitment and selection process, asagreed, making sure that the process is fair, consistentand effective

10. Make sure that applicants who are offered positions arelikely to be able to perform effectively and work with theirnew colleagues

11. Judge whether the recruitment and selection processhas been successful in relation to recent appointmentsin your area and identify any areas for improvements



2. You work to turn unexpected events into opportunitiesrather than threats

3. You try out new ways of working

4. You identify people’s information needs

5. You seek to understand people’s needs and motivations

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6. You comply with, and ensure others comply with, legalrequirements, industry regulations, organisational policiesand professional codes

7. You take and implement difficult and/or unpopulardecisions, if necessary









333K01 Why it is important to identify and understand whycolleagues are leaving and how to do soconstructively and sensitively

333K02 The types of reasons colleagues might give forleaving

333K03 How to measure staff turnover

333K04 The causes and effects of high and low staffturnover

333K05 Measures which can be undertaken to addressstaff turnover problems

333K06 How to review the workload in your area in orderto identify shortfalls in the number of colleaguesand/or the pool of skills, knowledge,understanding and experience


333K07 Different options for addressing identified shortfallsand their associated advantages anddisadvantages

333K08 What job descriptions and person specificationsshould cover and why it is important to consultwith others in producing or updating them

333K09 Different stages in the recruitment and selectionprocess and why it is important to consult withothers on the stages, recruitment and selectionmethods to be used, associated timings and whois going to be involved

333K10 Different recruitment and selection methods andtheir associated advantages and disadvantages

333K11 Why it is important to give fair, clear and accurateinformation on vacancies to potential applicants

333K12 How to judge whether applicants meet the statedrequirements of the vacancy

333K13 Sources of specialist expertise in relation torecruitment, selection and retention

333K14 How to take account of equality and diversityissues, including legislation and any relevantcodes of practice, when recruiting and selectingpeople and keeping colleagues

333K15 How to review the effectiveness of recruitmentand selection in your area


333K16 Turnover rates within similar organisations in theindustry/sector

333K17 Recruitment, selection and retention issues andspecific initiatives and arrangements within theindustry/sector

333K18 Working culture and practices of theindustry/sector

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333K19 Current people resources available to your area,including skills, knowledge, understanding andexperience of colleagues

333K20 Work requirements in your area

333K21 Agreed operational plans and changes in yourarea

333K22 The staff turnover rate in your area

333K23 Job descriptions and person specifications forconfirmed vacancies

333K24 Local employment market conditions

333K25 The organisation’s structure, values and culture

333K26 Employment policies and practices within theorganisation – including recruitment, selection,induction, development, promotion, retention,redundancy, dismissal, pay and other terms andconditions

333K27 Sources of specialist expertise in relation torecruitment, selection and retention used by yourorganisation

Section 3

Mapping of Key Skills Level 4 and

mapping to the wider curriculum

Available on the CACHE website www.cache.org.uk

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Section 4


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Section 4


This section provides explanations and definitions of the key words and concepts used inthis NVQ. In occupational standards it is quite common to find words or phrases usedwhich you will be familiar with, but which, in the detail of the standards, may be used in avery particular way.

This is a list of all the words used in the NVQ. In each unit you will find a smaller list ofspecific words used in that unit.


Age, understanding Talking, or communicating so that you do not use words or phrasesand preference that children or parents cannot understand: this includes using

jargon or some professional terms. It is also about using thelanguage and method of communication that is the choice of thechild or parents you are communicating with




Anti-discriminatory Taking positive action to counter discrimination: this will involveidentifying and challenging discrimination and being positive in yourpractice about differences and similarities between people

At risk of harm A child who may be in danger of physical, sexual or emotionalinjury, assault or damage




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Children Children in the settings; and Children with whom you are working, except where otherwiseindicated

Colleagues 1. Working at the same level(Unit 412) 2. Line managers

3. New staff4. Volunteers5. Casual workers

Colleagues Other people who work with you in the setting or service to whom(Unit 401) you offer support as part of your work role: they may be paid or

unpaid

Colleagues Other people who work with you in your provision: they can be (Units 407, 409, 418) working at the same level, line managers, volunteers, casual

workers, paid or unpaid



Contemporary notes Notes written immediately an event or occurrence has happened:notes can only be contemporary if they are written at the time,otherwise they are 'retrospective' notes

Continuing Ongoing training and professional updatingprofessional development







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Differentiated A curriculum that is responsive to the learners' needscurriculum(Unit 415)

Differentiated The curriculum that is responsive to the learner's needs i.e. not curriculum presenting the same curriculum to everyone(Units 407, 419)

Disability A physical or mental impairment which has a substantial and long-term adverse effect on the child's ability to carry out normalday-to-day activities

Embed Integrate firmly and deeply


Equality of access Ensuring that discriminatory barriers to access are removed and (Unit 402) taking positive account of children's individual needs in terms of

access

Equality of access Ensuring that discriminatory barriers to access are removed, (Units 412, 419) allowing for children's individual needs and that information about

provision is accessible to all families in the community

Equality of access Ensuring that discriminatory barriers to access are removed and (Unit 407) allowing for children's individual needs

Equality of access Ensuring that discriminatory barriers to access are removed and (Unit 414) that information about provision is accessible to all families in the

community

Ethnic/ethnicity Refers to a person's identification with a group that shares some orall of the same: culture, lifestyle, language, skin colour, religiousbeliefs and practices, nationality, geographical region and history.Everyone has an ethnicity

Evolutionary Play as a fundamental part of the development and adaptation of perspectives the human species


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Inclusion and A process of identifying, understanding and breaking down barriers inclusive practice to participation and belonging and implementing these principles in

your practice





Media TV, video, radio, news media, internet






Positive behaviour Behaviour that is welcomed and supports and affirms children(Unit 406)

Positive behaviour Behaviour that demonstrates respect and value; behaviour that is (Unit 403) not abusive or derogatory, either physically, emotionally or sexually

Positive health Promoting health improvement, not simply reacting to illness ordisease; health as mental, emotional, social and physical well-being




Procedures and The way things are done in your setting: these may the way thingsprotocols are done throughout a large organisation, or just in your own setting

Processes, How you do things, what you do and what you achievepractices and outcomes

Professionals Other workers who have professional status either in the samesector or related sectors, representatives of statutory agencies





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Reflective practice The process of thinking about and critically analysing your actions with the goal of changing and improving occupational practice


Relevant People such as social workers, police officers, health professionalsprofessionals

Reliable Can be trusted to be accurate


Resources Human and material(Unit 405)

Resources Human resources or material resources(Units 407, 419)

Resources Human (people) and material (equipment, consumables, toys, (Unit 412) furniture)

Risk assessment The assessments that must be carried out in order to identifyhazards and find out the safest way to carry out certain tasks andprocedures

Safeguarding Includes protecting children from abuse and neglect, alongsidesupporting their welfare





Stakeholders Individuals or organisations with an interest in childcare services (Unit 405) provided for babies and children under 3 years. Interests may or

may not be financial

Stakeholders Others with an interest in the outcomes of inspection e.g. (Unit 418) management committees, trustees, parents and families,

community groups

Stakeholders Others with an interest in the outcomes of activity or decisions (Unit 421)


Statutory and Legal requirements, regulatory requirements regulatory requirements

Systems Arrangements, planning and organisation, the way you do things




Valid Relevant and appropriate to the circumstances

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Section 5

Appeals Procedure and

Confidentiality

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Section 5

Appeals Procedure and ConfidentialityThe NVQ assessment centre has an appeals procedure, which can be used by candidatesin the event of a disagreement. Please ask your assessor for details. NVQ centres andindividual candidates are also able to appeal to CACHE using the CACHE AppealsProcedure, details of which are available from the Director of Quality Assurance at CACHE.

Confidentiality

It must not be possible, anywhere in a portfolio, to be able to identify a child, young personand/or their family/carer. This means that you and your assessor must be aware of whenand when not to carry out direct observations.

Confidential records from the work place must not be placed in a portfolio. If necessaryassessors should read these documents in the work place and write a direct observationabout them preserving the service user's privacy.

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Unit Checklist

You can use this checklist to tick the units when you have completed them.

Optional unitsAccreditation Unit Unit title Pages UnitsNumber

M/103/3442 CCLD 405 Co-ordinate provision for babies 103 ❏and children under 3 years in partnership with their families

T/103/3443 CCLD 406 Develop and support children’s 111 ❏early learning in partnership with teachers

A/103/3444 CCLD 407 Support and evaluate the 119 ❏curriculum for children’s early learning

F/103/3445 CCLD 408 Evaluate, assess and support the 127 ❏physical, intellectual, emotional and social development of children

J/103/3446 CCLD 409 Evaluate, assess and support 137 ❏children’s communication

L/103/3447 CCLD 410 Evaluate, assess and support 147 ❏children’s creativity

R/103/3448 CCLD 411 Evaluate, assess and support 157 ❏children’s mathematical learning, exploration and problem solving

* Please note – the page numbers are from the full version – there are no pages missing from this PDF.

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Y/103/3449 CCLD 412 Evaluate and co-ordinate the 167 ❏environment for children and families

L/103/1598 CCLD 413 Develop and implement 175 ❏operational plans for your area of responsibility

L/103/3450 CCLD 414 Co-ordinate and support 183 ❏provision for disabled children and those with special educational needs

R/103/3451 CCLD 415 Co-ordinate special educational 193 ❏needs for early education within a local area

Y/103/3452 CCLD 416 Assess quality assurance 201 ❏schemes against agreed criteria

D/103/3453 CCLD 417 Establish and sustain 207 ❏relationships with providers of services to children and families

H/103/3454 CCLD 418 Co-ordinate and support the 213 ❏revision of policies, procedures and practice for registration and inspection

K/103/3455 CCLD 419 Contribute to the enhancement 221 ❏of early education for children

M/103/3456 CCLD 420 Research and develop an area 229 ❏of practice


T/103/3457 CCLD 421 Provide information about 235 ❏children and families’ services

A/103/3458 CCLD 422 Co-ordinate work with families 241 ❏

T/103/3460 CCLD 423 Manage multi-agency working 249 ❏arrangements

Y/103/1619 CCLD 424 Obtain additional finance for 255 ❏the organisation

H/103/1588 CCLD 425 Provide leadership in your area 265 ❏of responsibility

K/103/1592 CCLD 426 Encourage innovation in your 273 ❏area of responsibility

D/103/1590 CCLD 427 Allocate and monitor the 281 ❏progress and quality of work in your area of responsibility

K/103/1589 CCLD 428 Ensure health and safety 291 ❏requirements are met in your area of responsibility

F/103/3459 CCLD 429 Provide learning opportunities for 299 ❏colleagues

L/103/1603 CCLD 430 Manage finance for your area 309 ❏of responsibility

A/103/3461 CCLD 431 Contribute to the leadership 319 ❏and management of integrated childcare provision

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Centre

Centre Name

Centre Number

Unit Title: CCLD 405 – Co-ordinate provision for babies and children under 3 years in partnership with their families


CCLD 405.1 – Provide information on services and provision for parents

CCLD 405.2 – Co-ordinate and develop provision

CCLD 405.3 – Encourage best practice in work with babies and children under 3












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CCLD 405 Co-ordinate provision for babies andchildren under 3 years in partnership withtheir families


CCLD 405.1 Provide information on services and provision for parents


CCLD 405.3 Encourage best practice in work with babies and children under 3


This unit is about co-ordinating the provision of services for babies and children under 3years in partnership with their parents.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their parents and families.This unit is for those with significant responsibility for provision of services for babies andchildren under 3 years.











Application of Number: 2.1, 2.2, 2.3 Application of Number: Intermediate 1

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Stakeholders Individuals or organisations with an interest in childcare servicesprovided for babies and children under 3 years. Interests may ormay not be financial




Resources Human and material

CCLD 405.1 Provide information on services and provision forparents



1. Encourage parents to express their requirements inrelation to services for babies and children under 3years

2. Assess and evaluate provision against parents'requirements and current best practice guidelines

3. Identify additional services for babies and children under3 years in your local area and how these can beaccessed to support parents and families

4. Identify costs relating to provision, including availablefunding support and average costs to parents ofdifferent types of services


5. Provide detailed and accessible information to parentsabout provision

6. Implement effective methods of communication andinformation exchange with parents




1. Plan to develop provision in line with governmentguidelines, regulatory requirements and current bestpractice

2. Co-ordinate resources needed to provide services forbabies and children under 3 years and their parents andidentify additional resources as required

3. Identify sources of funding to support provision withexternal stakeholders

4. Consider options for the development and improvementof services for babies and children under 3 years, takinginto account parents' requirements and availableresources

5. Plan for the further development and improvement ofservices for babies and young children under 3 years inthe light of available options and current best practice

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CCLD 405.3 Encourage best practice in work with babies andchildren under 3



1. Ensure organisational arrangements support bestpractice with babies and young children under 3 years

2. Provide environments that safeguard babies and youngchildren under 3 years and support their well-being

3. Ensure colleagues are reflective and responsive care-givers for this age group

4. Identify curriculum or other relevant and currentframeworks that support best practice in work withbabies and children under 3 years

5. Work with colleagues to identify their developmentneeds in relation to best practice for babies and childrenunder 3 years

6. Identify opportunities and share information aboutcontinuous professional development for colleaguesworking with babies and children under 3 years

7. Seek ways of maximising resources to enable thedevelopment and implementation of best practice

8. Arrange regular opportunities for exchanging informationabout best practice between colleagues at times whichare convenient for them

9. Help colleagues keep up-to-date with issues relating tothe health, safeguarding and well-being, care anddevelopment of babies and children under 3 years






K4P824 What is considered to be best practice in relationto childcare services for babies and childrenunder 3 years, including government guidelines,quality assurance schemes and regulatoryrequirements that affect the provision of services

K4M825 Available sources of information and expertise toinform practice

K4D826 Theoretical perspectives on children'sdevelopment from birth to 3 years, how keymessages from established and emerging theoryand research can be implemented within provisionfor the benefit of babies and children under 3years and their families

K4D827 The expected pattern of children's developmentfrom 0 to 3 years

K4M828 Referral systems when concerns aboutdevelopment are identified and the need for earlyintervention

K4D829 Organisational arrangements that support bestpractice such as key working and provision ofstable and consistent environments

K4M830 The different types of provision available: theoptions open to parents and children for the careof babies and children under 3 years

K4D831 Why it is important to seek a parent's views aboutthe provision available for their babies and childrenunder 3 years and ways in which you might dothis

K4D832 Strategies for involving parents in provision forbabies and children under 3 years

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K4P833 Recognition of the need to sensitively supportsome parents who have additional needs e.g.basic skills or support with parenting, includingsources of relevant information

K4D834 Sources of information and guidance about theprovision of services for babies and children under3 years

K4M835 Who the key stakeholders are in your local area

K4D836 Specific issues in providing services in multilingualor bilingual settings, including babies and childrenwho are learning through an additional language

K4D837 Resources and funding that is available to supportprovision

K4D838 The importance and evidence base for havingresponsive, reflective and knowledgeable adultscaring for babies and children under 3 years

K4D839 How to motivate colleagues to engage positivelywith babies and children under 3 years throughmodelling good practice and hands-on care

K4P840 What staff development opportunities might beavailable locally, and how colleagues can accessthese

K4D841 Ways in which you can support colleagues inkeeping up-to-date with current and emergingbest practice in the care of babies and childrenunder 3 years

K4H842 Research into sudden infant death syndrome,including risk factors and what may be recognisedas effective practice (e.g. sleeping position,temperature)

K4D The key features of responsive care-giving for 1115 babies and children under 3 years and how these

can be implemented in everyday practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 406 – Develop and support children’s early learning in partnership with teachers


CCLD 406.1 – Contribute to planning and preparing for children's learning

CCLD 406.2 – Implement teaching and learning activities to deliver the curriculum

CCLD 406.3 – Contribute to the monitoring and assessment of children's progress












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CCLD 406 Develop and support children’s earlylearning in partnership with teachers


CCLD 406.1 Contribute to planning and preparing for children's learning

CCLD 406.2 Implement teaching and learning activities to deliver the curriculum

CCLD 406.3 Contribute to the monitoring and assessment of children's progress


This unit is about working with teachers to develop and support children's early learning. Theunit is aimed at those who work in a complementary role to that of the teacher and coverswork with individuals, small and larger groups.


This unit is for you if you are responsible for supporting a teacher and enhancing children'slearning and early experience of curriculum subjects within a setting whose main purpose ischildren's care, learning and development.









Working with Others: 3.1, 3.2, 3.3 Working with Others: Intermediate 2

Problem Solving: 3.1, 3.2, 3.3 Problem Solving: Intermediate 2

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Positive behaviour Behaviour that is welcomed and supports and affirms children



CCLD 406.1 Contribute to planning and preparing for children'slearning



1. Support the teacher in the planning and preparation oflessons and learning opportunities

2. Contribute effectively to the selection and preparation ofteaching resources to meet the diverse needs ofchildren

3. Have high expectations of children and commitment toraising their achievement, based on a realistic appraisalof their capabilities and readiness to learn

4. Plan and prepare for teaching individuals and children insmall and larger groups

5. Work collaboratively with colleagues and other adults

CCLD 406.2 Implement teaching and learning activities to deliverthe curriculum



1. Evaluate and select teaching methods suitable for thecontent and objectives of the session and the groupsand individuals involved

2. Use well structured teaching and learning activities thatinterest and motivate children and advance their learning

3. Communicate effectively with children to enhance theirlearning, listening carefully to children and respondingconstructively

4. Clearly and enthusiastically present subject contentusing appropriate subject specific vocabulary and wellchosen illustrations and examples

5. Encourage children to concentrate, listen attentively andpersevere in their learning for sustained periods

6. Support children's positive behaviour

7. Adapt your teaching methods and approaches to meetthe needs of all the children involved, ensuring thatchildren have equal access to the curriculum


CCLD 406.3 Contribute to the monitoring and assessment ofchildren's progress



1. Support the work of teachers in evaluating children'sprogress through various assessment activities

2. Monitor children's responses to learning and theirparticipation and progress

3. Provide feedback to teachers and constructive supportto children as they learn

4. Report and record assessment information according tothe procedures of the setting

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5. Use the monitoring and assessment of children'sprogress to inform your own learning needs and youreffectiveness in supporting children






K4D836 Specific issues in providing services in multilingual or bilingual settings including babies andchildren who are learning through an additionallanguage

K4D843 How to support children's learning using a varietyof approaches based on your knowledge of howchildren learn

K4D844 The role of specialist curriculum knowledge andhow you can use such knowledge for the benefitof children

K4D845 The curriculum frameworks used within your homecountry and where your own work fits into thevarious curriculum structures

K4D847 Differentiation of the curriculum, what this meansand why it is necessary

K4D848 How to plan and prepare a stimulating, interestingand purposeful learning environment for children

K4D849 How to support equality of access to thecurriculum for all children

K4D850 Methods of supporting positive behaviour andtheir theoretical basis


K4D851 Provision, regulation and codes of practice fordisabled children and those with specialeducational needs and how these areimplemented in your setting


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Centre

Centre Name

Centre Number

Unit Title: CCLD 407 – Support and evaluate the curriculum for children’searly learning


CCLD 407.1 – Identify and support activities, resources and programmes for children's early learning

CCLD 407.2 – Support the implementation of the curriculum for children's early learning

CCLD 407.3 – Work with colleagues to monitor and evaluate the curriculum for children's early learning























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CCLD 407 Support and evaluate the curriculum forchildren’s early learning


CCLD 407.1 Identify and support activities, resources and programmes for children's early learning

CCLD 407.2 Support the implementation of the curriculum for children's early learning

CCLD 407.3 Work with colleagues to monitor and evaluate the curriculum for children's early learning


This unit is about co-ordinating and evaluating the curriculum for children's early learning. Itincludes delivering the curriculum and/or supporting colleagues to deliver the curriculum,ensuring adequate resources for curriculum delivery and assessment, and the evaluation ofthe effectiveness of the setting or service. The unit applies to the curriculum within bothformal early education frameworks and less formal provision for early learning.


The unit is for you if you manage or are a lead/senior practitioner or work in support ofcolleagues involved in the delivery of the curriculum provision for children's early learning. Ifyou work within formal early education frameworks, these vary between the four homecountries and you will need to relate each part of the unit to your own country andworkplace.





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Differentiated The curriculum that is responsive to the learner's needs i.e. not curriculum presenting the same curriculum to everyone

Equality of access Ensuring that discriminatory barriers to access are removed andallowing for children's individual needs





CCLD 407.1 Identify and support activities, resources andprogrammes for children's early learning



1. Support planning for children's early learning, complyingwith national and local guidance and involvingcolleagues in the setting

2. Facilitate the involvement of children and families aspartners in the planning for children's early learning

3. Facilitate the identification of activities and resourcesrequired to deliver the curriculum for children's earlylearning

4. Identify and work with colleagues to ensure adequateresources are available to deliver the curriculum

5. Ensure colleagues and adults involved areknowledgeable about children's early learning andconfident in their roles and responsibilities

CCLD 407.2 Support the implementation of the curriculum forchildren's early learning



1. Support the implementation of the planned curriculumfor children's early learning, ensuring flexibility in theadaptation of provision as required to meet children'sneeds

2. Ensure the curriculum is appropriately differentiated toenable equality of access for all children

3. Provide guidance and support to those delivering thecurriculum to encourage their confidence and ability toadapt and develop provision to meet the needs ofchildren

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4. Encourage the effective use of available resources tosupport the implementation of the curriculum, identifyingfuture needs, enhancements and modifications that maybe required

5. Facilitate the recording of children's progress, supportingthose involved and clarifying requirements

6. Facilitate the identification of children requiring additionalsupport

7. Have high expectations of children and commitment toraising their achievement, based in a realistic appraisalof their capabilities and what they might achieve

8. Facilitate the organisation of additional support andresources

CCLD 407.3 Work with colleagues to monitor and evaluate thecurriculum for children's early learning



1. Support the development of systems and procedures tomonitor and evaluate the curriculum for children'slearning

2. Facilitate the participation of children and families in theevaluation of the curriculum, as appropriate to thechildren's age needs and abilities

3. Identify with colleagues issues for improvement and planfor continuous development and improvement

4. Encourage reflective practice by modelling reflectiveskills






K4D853 Requirements of legislation, regulation andguidance, covering early education in your homecountry

K4D854 How to ensure that your provision includes high-quality learning experiences, activities andresources that meet the needs of children withinearly education frameworks and learning situationsnot linked to a specified curriculum

K4D855 The pattern of learning and intellectualdevelopment for the age range of the childreninvolved in early learning for whom you areresponsible

K4D856 The role of play in the delivery of learning i.e. howplay can be used to achieve learning goals, whilstmaximising children's opportunities for freelychosen play


K4D858 How to adapt your practice with children for whomyou are responsible of different ages involved inearly learning including different genders,ethnicities and with different needs and abilities




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K4D862 Specific issues for the curriculum for children'searly learning in multilingual or bilingual settings






K4D868 How to model effective work with children in thedelivery of early learning and advise and supportthose who are involved

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Centre

Centre Name

Centre Number

Unit Title: CCLD 408 – Evaluate, assess and support the physical,intellectual, emotional and social development of children


CCLD 408.1 – Facilitate the assessment and support of children's physical development

CCLD 408.2 – Facilitate the assessment and support of children's intellectual development

CCLD 408.3 – Facilitate the assessment and support of children's personal, social and emotional development

CCLD 408.4 – Support the collection of data and monitoring and evaluation of provision to support children's development












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CCLD 408 Evaluate, assess and support thephysical, intellectual, emotional and socialdevelopment of children


CCLD 408.1 Facilitate the assessment and support of children's physical development

CCLD 408.2 Facilitate the assessment and support of children's intellectual development

CCLD 408.3 Facilitate the assessment and support of children's personal, social and emotional development

CCLD 408.4 Support the collection of data and monitoring and evaluation of provision to support children's development


This unit is about assessing, evaluating and supporting children's physical, intellectual,emotional and social development. The unit is closely linked to early education settingswhere the main purpose is children's care, learning and development, but could beapplicable in other circumstances. Each home country has different curriculum andassessment frameworks for early education and you should approach this unit in the contextof the requirements of your home country.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you are involved in the evaluation and support of children's physical, intellectual,emotional and social development, either as a manager or lead/senior practitioner or if youwork in support of others and have significant responsibility for work with children, families,staff and other adults within the setting or service. It may also be appropriate for you if youwork in support of other professionals with specific expertise in particular areas concerningchildren's development.





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CCLD 408.1 Facilitate the assessment and support of children'sphysical development




2. Support the assessment of children's physicaldevelopment, using observation and feedback fromreliable sources, including families and the childrenthemselves

3. Facilitate the development of programmes and activitiesto support the physical development of children,according to their age, needs and abilities and therequirements of curriculum and assessment frameworks


CCLD 408.2 Facilitate the assessment and support of children'sintellectual development



1. Support the assessment of children's intellectualdevelopment, using observation and feedback fromreliable sources including families and the childrenthemselves

2. Facilitate the development of programmes and activitiesto support the intellectual development of children,according to their age, needs and abilities and relevantcurriculum and assessment frameworks


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CCLD 408.3 Facilitate the assessment and support of children'spersonal, social and emotional development




2. Support the assessment of children's personal, socialand emotional development, using observation andfeedback from reliable sources including families and thechildren themselves

3. Facilitate the development of programmes and activitiesto meet the personal, social and emotional developmentof children, according to their age, needs and abilitiesand relevant curriculum and assessment frameworks

4. Facilitate the development of programmes and activitiesto support children's positive behaviour


CCLD 408.4 Support the collection of data and monitoring andevaluation of provision to support children'sdevelopment



1. Identify and support the use of relevant curriculum andassessment frameworks to inform your evaluation

2. Facilitate the collection of data to inform the monitoring,evaluation and reporting on the progress of children's:


• Intellectual development

• Personal, social and emotional development

3. Ensure that children and families are consulted, andfeedback obtained to inform the evaluation


4. Ensure that colleagues and other relevant professionalsor agencies are consulted, and feedback obtained toinform the evaluation

5. Encourage reflection on practice by modelling reflectiveskills.









K4D872 How to involve children's families in observationsand assessments and acquiring backgroundinformation, such as ethnically specific medicalconditions



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K4D380 Principles of supporting positive behaviour inchildren, based on different theoreticalperspectives











K4D885 The role of children's play in supporting physical,intellectual, emotional and social development andhow play may be integrated into most aspects ofprovision


K4D887 The expected pattern of physical development forthe children with whom you work

K4D888 Programmes and activities to support physicaldevelopment and confidence in movement ineach age category with which you are working, toinclude:

• Gross and fine manipulative skills

• Locomotion, balance, strength, co-ordination

• Body awareness, spatial awareness

K4H889 The assessment of risk in physical developmentactivities, the importance of not overprotectingchildren and allowing them to develop and assessrisk for themselves


K4D891 Programmes and activities to support intellectualdevelopment in each age category with which youare working to include:

• Attention

• Concentration

• Persistence

• Exposure to different and varied concepts andideas

• Motivation

• Challenging and stimulating learning and loveof learning

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K4D892 The expected pattern of personal, social andemotional development for the children with whomyou work

K4D893 Programmes and activities to support personal,social and emotional development in each agecategory with which you are working, to include:

• Confidence and self-esteem

• Resilience

• Independence

• Social skills such as turn taking and self-careskills

• Positive relationships

• Respecting cultural diversity and the needsand views of others

K4M894 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area

K4D895 Necessary human and materials resources tosupport children's physical, intellectual, emotionaland social development

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Centre

Centre Name

Centre Number

Unit Title: CCLD 409 – Evaluate, assess and support children’scommunication


CCLD 409.1 – Support the assessment of children's communication, language and literacy

CCLD 409.2 – Facilitate the provision of an environment that promotes and enhances children's communication, language and literacy

CCLD 409.3 – Support the monitoring, evaluation and planning of improvements to support children's communication, language and literacy












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CCLD 409 Evaluate, assess and support children’scommunication


CCLD 409.1 Support the assessment of children's communication, language and literacy

CCLD 409.2 Facilitate the provision of an environment that promotes and enhances children's communication, language and literacy

CCLD 409.3 Support the monitoring, evaluation and planning of improvements to support children's communication, language and literacy


This unit is about assessing and supporting children's communication, which includes theirlanguage and literacy. The unit is closely linked to early education settings where the mainpurpose is children's care, learning and development, but could be applicable in othercircumstances. Each home country has different curriculum and assessment frameworks forearly education and you should approach this unit in the context of the requirements of yourhome country.


This unit is for you if you are involved in the evaluation and support of children'scommunication, language and literacy, either as a manager or lead/senior practitioner, orwork in support of others and have significant responsibility for supporting children, families,colleagues and other adults within the setting or service. It may also be appropriate for you ifyou work in support of other professionals with specific expertise in particular areasconcerning children's development.





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Children The children with whom you work, except where additionalrequirements are indicated



ICT (Information and Examples are computers, electronic devices, audiovisual Communication equipment, digital cameras, programmable toys, calculatorsTechnology)


CCLD 409.1 Support the assessment of children'scommunication, language and literacy




2. Support the development of systems to assesschildren's communication, language and literacy

3. Facilitate the assessment of children's communication,language and literacy, using observation and feedbackfrom reliable sources including families and the childrenthemselves

4. Encourage the recognition of different aspects ofcommunication, language and literacy to be included inthe assessment

5. Support the identification and referral of concerns to theappropriate agency or professional


CCLD 409.2 Facilitate the provision of an environment thatpromotes and enhances children's communication,language and literacy



1. Support the planning and development of programmesand activities to support children's communication,language and literacy, according to their age, needs andabilities and the requirements of curriculum andassessment frameworks

2. Work with colleagues to develop a rich learningenvironment that promotes and enhances children'scommunication, language and literacy

3. Support the use of ICT to support communication,language and literacy

4. Ensure opportunities are taken to extend and developcommunication, language and literacy for individuals andgroups of children

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5. Identify and support colleagues in determining adequateand appropriate resources to support children'scommunication, language and literacy

6. Encourage responsive and sensitive interventions tosupport learning

7. Work with colleagues to adapt practice to ensureequality of access for all children to programmes andactivities that support communication, language andliteracy

8. Ensure children can take part effectively and confidentlyin activities

CCLD 409.3 Support the monitoring, evaluation and planning ofimprovements to support children's communication,language and literacy



1. Support systems and procedures to monitor andevaluate the development of children's communication,language and literacy, in the light of current best practiceand current curriculum and assessment frameworks

2. Facilitate the development of systems and proceduresto evaluate the provision for children's communication,language and literacy

3. Support colleagues with the inclusion of children andfamilies in the evaluation, as appropriate to the children'sage, needs and abilities










K4D804 The requirement for valid and reliable data whenmaking assessments of children's development:what this means, and how it can be implemented




K4D902 Relevant research into the influences on children'scommunication development and how thisresearch may influence practice

K4D903 The expected pattern of communicationdevelopment for the children with whom you work

K4D904 The importance of early intervention and how thiscan be set in motion within the context of yourwork

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K4M905 The benefits of a multi-agency, multi-professionalapproach, the range of professionals who workwithin children's services or who may be relevantto children's services, in particular, speech andlanguage therapists and others involved incommunication, language and literacy






K4D910 Significant theoretical perspectives on children'scommunication, language and literacydevelopment

K4C911 How to adapt your practice to support thedevelopment of communication for the children forwhom you are responsible, including differentgenders, ages, needs and abilities

K4D912 The significance of children's communication,language and literacy in underpinning their learningand development

K4D913 Strategies to support literacy, including recognitionof letters and words, mark making

K4D914 How to incorporate communication, language andliteracy development into areas of play,imagination and learning in ways that aremeaningful and enjoyable for children

K4C915 Different types of verbal and non-verbalcommunication that may be used, includingstrategies for children requiring additional supportto communicate

K4D916 Approaches, strategies and guidance to thedevelopment of literacy in your home country, howthese are implemented within your setting andrelate to curriculum frameworks


K4D917 Support that may be available for children whosehome language is not English or Welsh and howthis may be accessed and utilised in your setting

K4D918 Strategies to adapt practice in work with childrenwho require additional support in communication,literacy and language

K4D919 The importance of involving families andcommunities in children's learning and how thiscan be implemented and organised

K4D920 The importance of involving children in theassessment and development of their owncommunication, language and literacy, accordingto their age, needs and abilities, and how this canbe done

K4M921 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area, where there areconcerns about children's communication,language and literacy

K4D922 Support and training that may be available locallyand nationally for those involved in supportingchildren's communication, language and literacy

K4D923 Strategies, systems and procedures for monitoringand evaluating provision for children'scommunication, language and literacy, using theplanning cycle and recognising the need forcontinuous improvement

K4D924 The types of resources, equipment, activities andexperiences that are most productive in thedevelopment of communication, including ICT

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Centre

Centre Name

Centre Number

Unit Title: CCLD 410 – Evaluate, assess and support children’s creativity


CCLD 410.1 – Support the assessment of children's creative development

CCLD 410.2 – Facilitate the provision of an environment that promotes and enhances children's creativity

CCLD 410.3 – Support the monitoring, evaluation and planning of improvements to support children's creative development












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CCLD 410 Evaluate, assess and support children’screativity


CCLD 410.1 Support the assessment of children's creative development

CCLD 410.2 Facilitate the provision of an environment that promotes and enhances children's creativity

CCLD 410.3 Support the monitoring, evaluation and planning of improvements to support children's creative development


This unit is about evaluating and supporting children's creativity. The unit is closely linked toearly education settings where the main purpose is children's care, learning anddevelopment, but could be applicable in other circumstances. Each home country hasdifferent curriculum and assessment frameworks for early education and you shouldapproach this unit in the context of the requirements of your home country.


This unit is for you if you are involved in the evaluation and support of children's creativedevelopment, either as a manager or lead/senior practitioner or if you work in support ofothers and have significant responsibility for supporting children, families, staff and otheradults within the setting or service. It may also be appropriate for you if you work in supportof other professionals with specific expertise in particular areas concerning children'sdevelopment.





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CCLD 410.1 Support the assessment of children's creativedevelopment




2. Support the development of systems to assesschildren's creative development

3. Facilitate the assessment of children's creativity, usingobservation and feedback from reliable sources,including families and the children themselves

4. Encourage the recognition and appropriate responses tochildren who require additional support

5. Recognise in your assessment the broad scope ofcreativity and creative development



CCLD 410.2 Facilitate the provision of an environment thatpromotes and enhances children's creativity



1. Support the planning and development of programmesto support the creative development of children,according to their age, needs and abilities and therequirements of curriculum and assessment frameworks

2. Work with colleagues to ensure a rich learningenvironment, that is safe, supportive and welcoming tochildren's creative expression

3. Facilitate and support high quality displays of children'swork that support and extend their self-esteem

4. Ensure opportunities are taken to extend and developcreativity and encourage children to explore andinnovate

5. Support colleagues to have high expectations ofchildren and commitment to raising their achievement

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6. Encourage sensitive and responsive interventions tosupport learning

7. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport creativity


CCLD 410.3 Support the monitoring, evaluation and planning ofimprovements to support children's creativedevelopment



1. Support systems and procedures to monitor and assessthe development of children's creativity in the light ofcurrent best practice and relevant curriculum andassessment frameworks

2. Facilitate the development of systems and proceduresto evaluate the provision for children's creativity










K4D926 Available national and local guidance to supportchildren's developing creativity






K4D932 How to adapt your practice to support thedevelopment of creativity for children for whomyou are responsible, including different ages,genders, ethnicities, needs and abilities, includingchildren with disabilities and special educationalneeds

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K4M379 The range of professionals who work withinchildren's services or who may be relevant tochildren's services; the benefits of a multi-professional approach

K4D936 Specific issues for children's creativity,development and learning in multilingual orbilingual settings or where children learn throughan additional language




K4D940 The role of children's play in supportingdevelopment and creativity and how play may beintegrated into most aspects of provision


K4D942 The importance of creativity in learning and inenabling children to discriminate and makeconnections between different objects andexperiences

K4D943 The role of exploration and discovery indeveloping creativity and how to incorporate thiswithin the setting or service

K4D944 The importance of creativity in the development ofpositive physical and mental health

K4D945 The role of creativity in the development of theimagination, representation, artistic and expressiveskills and concepts


K4D946 The relative value of activities, equipment,experiences and materials for the enhancement ofchildren's creativity: how and why you select fromthe available range

K4D947 How the focus of creativity is on the creativeprocess, not particular end products and ensuringthis focus is central within your area ofresponsibility

K4D948 The importance of involving children in theassessment and development of their owncreativity, according to their age, needs andabilities, and how this can be done

K4M949 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area, where there areconcerns about children and their development

K4D950 Strategies, systems and procedures for monitoringand evaluating provision for children's creativity,using the planning cycle and recognising the needfor continuous improvement

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Centre

Centre Name

Centre Number

Unit Title: CCLD 411 – Evaluate, assess and support children’s mathematicallearning, exploration and problem solving


CCLD 411.1 – Facilitate the assessment and support of children's exploration and problem solving skills

CCLD 411.2 – Facilitate the assessment and support of children's mathematical learning

CCLD 411.3 – Support the monitoring, evaluation and planning of improvements to support children's mathematical learning, exploration, and problem solving












CCLD 411 Evaluate, assess and support children’smathematical learning, exploration andproblem solving


CCLD 411.1 Facilitate the assessment and support of children's exploration and problem solving skills

CCLD 411.2 Facilitate the assessment and support of children's mathematical learning

CCLD 411.3 Support the monitoring, evaluation and planning of improvements to support children's mathematical learning, exploration, and problem solving


This unit is about evaluating and supporting children's early mathematical learning,exploration and problem solving. The unit is closely linked to early education settings wherethe main purpose is children's care, learning and development, but could be applicable inother circumstances. Each home country has different curriculum and assessmentframeworks for early education and you should approach this unit in the context of therequirements of your home country.


This unit is for you if you are involved in the evaluation and support of children's earlymathematical learning, exploration and problem solving, either as a manager or lead/seniorpractitioner or if you work in support of others and have significant responsibility forsupporting children, families, colleagues and other adults within the setting or service. It mayalso be appropriate for you if you work in support of other professionals with specificexpertise in particular areas concerning children's development.





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Children Children with whom you work, except where additionalrequirements are indicated


ICT (Information Examples are computers, calculators, electronic devices, Communication audiovisual equipment, programmable toys, digital camerasTechnology)



CCLD 411.1 Facilitate the assessment and support of children'sexploration and problem solving skills



1. Identify where curriculum and assessment frameworkrequirements include exploration and problem solving

2. Support the development of systems to assesschildren's exploration and problem solving skills



5. Encourage recognition of the different aspects ofexploration and problem solving and include in theassessment


7. Ensure opportunities are taken to extend and developchildren's exploration and problem solving skills

8. Support colleagues in determining the need foradequate resources to support children's explorationand problem solving


10. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport exploration and problem solving


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CCLD 411.2 Facilitate the assessment and support of children'smathematical learning




2. Support the development of systems to assesschildren's mathematical learning



5. Encourage recognition of the different aspects ofmathematical learning and include in the assessment


7. Ensure opportunities are taken to extend and developchildren's mathematical learning

8. Support colleagues in determining the need foradequate resources to support children's mathematicallearning


10. Work with others to adapt practice to ensure equality ofaccess for all children to programmes and activities thatsupport mathematical learning


CCLD 411.3 Support the monitoring, evaluation and planning ofimprovements to support children's mathematicallearning, exploration, and problem solving



1. Support systems and procedures to monitor andevaluate the development of children's skills

2. Facilitate the development of systems and proceduresto evaluate provision to support children's mathematicallearning, exploration, and problem solving



5. Promptly refer concerns to the appropriate agency orprofessional





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K4D952 Available national and local guidance to supportchildren's exploration and problem solving,according to their age, needs and abilities: this willinclude specific guidance for mathematicaldevelopment and knowledge and understandingof the world or allied topics, according to therequirements of your own home country





K4D957 Relevant research into the influences on children'sintellectual development and how this researchmay influence practice

K4M958 The benefits of a multi-agency, multi-professionalapproach, the range of professionals who workwithin children's services or who may be relevantto children's services





K4D962 The role of children's play in mathematicallearning, exploration and problem solving and howplay maybe integrated into most aspects ofprovision in ways that are meaningful andenjoyable for children



K4D964 Strategies to adapt your practice to support thedevelopment of mathematical learning, explorationand problem solving for children with whom youwork of different gender, ages, needs and abilities,including children with disabilities and specialeducational needs

K4D965 The types of resources, equipment, activities andexperiences that are most productive in thedevelopment of mathematical learning, explorationand problem solving, including ICT

K4D966 The importance of involving families andcommunities and how this can be implementedand organised

K4D967 The importance of involving children in theassessment and development of their learning,according to their age, needs and abilities, andhow this can be done

K4M949 Policies, procedures, lines of reporting andaccountability, and referral systems that are usedin your setting and local area where there areconcerns about children and their development

K4D969 Support and training that may be available locallyand nationally for those involved in supportingchildren's mathematical learning, investigation,exploration and problem solving

K4D970 Strategies, systems and procedures for monitoringand evaluating provision for children'sinvestigation, exploration and problem solving,using the planning cycle and recognising the needfor continuous improvement

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Centre

Centre Name

Centre Number

Unit Title: CCLD 412 – Evaluate and co-ordinate the environment forchildren and families


CCLD 412.1 – Evaluate and co-ordinate the environment for children and families

CCLD 412.2 – Co-ordinate resources to meet the needs of children and families

CCLD 412.3 – Lead a process of change and improvement for the environment for children and families












CCLD 412 Evaluate and co-ordinate the environmentfor children and families


CCLD 412.1 Evaluate and co-ordinate the environment for children and families

CCLD 412.2 Co-ordinate resources to meet the needs of children and families

CCLD 412.3 Lead a process of change and improvement for the environment for children and families


This unit is about co-ordinating and evaluating the childcare environment and leading aprocess of change and improvement.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you are a manager or lead/senior practitioner, with significant responsibility for theenvironment for children and families.









Working with Others: 4.1, 4.2, 4.3 Working With Others: Higher


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Colleagues 1. Working at the same level

2. Line managers

3. New staff

4. Volunteers

5. Casual workers


Equality of access Ensuring that discriminatory barriers to access are removed,allowing for children's individual needs and that information aboutprovision is accessible to all families in the community


Resources Human (people) and material (equipment, consumables, toys,furniture)

CCLD 412.1 Evaluate and co-ordinate the environment forchildren and families



1. Develop systems and procedures to monitor andevaluate the environment

2. Ensure equality of access to the environment for allchildren and families who wish to use it

3. Work with colleagues to ensure that children andfamilies feel welcomed, respected and valued

4. Ensure that the environment meets the health, care,learning and play needs of children and is safe,stimulating and interesting

5. Ensure the environment is culturally sensitive andprovides positive images of all children

6. Consult users of the provision as part of your evaluation,including children, according to their age, needs andabilities

CCLD 412.2 Co-ordinate resources to meet the needs of childrenand families



1. Ensure human and material resources are usedeffectively, according to health and safety and regulatoryrequirements and in support of the setting's plans

2. Ensure activities and experiences available for childrenare well planned and organised and adequatelyresourced

3. Check and monitor the physical care that is offered tochildren and that their emotional and social needs aremet

4. Implement flexible and balanced routines that supportthe needs of children and extend their knowledge andunderstanding of other people and the world around

5. Evaluate material resources for safety, hygiene andfitness for purpose

6. Develop systems and procedures to monitor the useand quality of resources and to identify gaps andshortfalls

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CCLD 412.3 Lead a process of change and improvement for theenvironment for children and families



1. Identify issues for improvement and plan for continuousdevelopment in partnership with colleagues, childrenand families and other stakeholders

2. Agree issues for development and improvement withcolleagues, children and families and other stakeholders

3. Prepare colleagues for change and development inways that are positive and motivating

4. Encourage colleagues to innovate and offer support fornew ideas

5. Listen to and affirm colleagues as they go through theprocess of change


7. Encourage colleagues to reflect on, and evaluate theirown and organisational practice






K4D971 Legislation and regulations that affect theenvironment for children and families

K4D972 How to set up systems and procedures tomonitor and evaluate the environment for childrenand families, the types of system that are mostappropriate, and how to introduce these or todevelop those that are already in place

K4D973 How to ensure equality of access for children andfamilies who wish to use the provision: this willinvolve identifying specific barriers to access forindividuals, and general barriers to access thatneed to be addressed e.g. providing informationin relevant home languages

K4D974 Specific issues for multilingual or bilingualenvironments

K4D975 How to adapt your practice to meet care, learningand play needs for children with whom you work,including different genders, ethnicities, ages andabilities, including children with disabilities andspecial educational needs, including:

• Providing a differentiated programme

• Using indoor and outdoor space effectively

• Providing a range of good-quality, culturallyrelevant equipment and activities

• Ensuring the environment is stimulating andinteresting and still provides opportunity forprivacy and quiet areas for children

K4H976 How to ensure the environment promotes positivehealth and is hygienic, including understandingprinciples of cross infection and awareness of HIV /Aids

K4H977 How to ensure that important health and safetyinformation about children is clearly understood byall colleagues in the setting or service

K4D978 How to plan and organise the environment tomeet the needs children of different ages and withdifferent needs and abilities, including planningand providing balanced, flexible daily and weeklyroutines that meet the individual child's needs andthat of a group

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K4P979 Systems and practices for implementing changein the environment

K4P980 The types of support needed by colleagues andothers during a process of change

K4P981 How to model and demonstrate good practice,leading by example and encouraging andinfluencing others

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Centre

Centre Name

Centre Number

Unit Title: CCLD 413 – Develop and implement operational plans for yourarea of responsibility


CCLD 413 – Develop and implement operational plans for your area of responsibility












CCLD 413 Develop and implement operational plansfor your area of responsibility


CCLD 413 Develop and implement operational plans for your area of responsibility


Every setting should have an overall strategic business plan and each identified area ofresponsibility should also have an operational plan that will contribute to achieving theobjectives set out in the strategic business plan.

The plans will be for a specific area of responsibility, for example, managing an individualnursery or managing aspects of service within a group of nurseries, or contributing tomanaging a service such as SureStart or services involving peripatetic support to families orgroups.


The unit is recommended for people such as managers of settings such as nurseries orthose contributing to managing services for children and families, where the primary focus ischildren's care, learning and development.



Origin of unit




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Skills

Listed below are the main generic 'skills' which need to be applied in developing andimplementing operational plans for your area of responsibility. These skills are explicit/implicitin the detailed content of the unit and are listed here as additional information:

• Planning • Communicating


• Delegating • Monitoring

• Networking • Evaluating

• Involving others • Setting objectives

• Innovating • Building consensus

• Consulting

CCLD 413 Develop and implement operational plans for yourarea of responsibility




1. Balance new ideas with tried and tested solutions

2. Balance risk with desired outcomes

3. Make sure your plans are consistent with the objectivesof your area of responsibility

4. Make sure your plan is flexible and complements relatedareas of work

5. Develop and assign objectives to people together withthe associated resources


6. Win the support of key colleagues and otherstakeholders

7. Monitor and control your plan so that it achieves itsoverall objectives

8. Evaluate the implementation of your plan and makerecommendations that identify good practice and areasfor improvement



2. You work towards a clearly defined vision of the future

3. You present information clearly, concisely, accuratelyand in ways that promote understanding


5. You prioritise objectives and plan work to make the bestuse of time and resources

6. You set demanding but achievable objectives foryourself and others


8. You balance agendas and build consensus

9. You consider the impact of your own actions on others

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413K001 Principles and methods of short-to-medium-termplanning

413K002 The importance of creativity and innovation inoperational planning

413K003 How to develop and assign objectives which areSMART (Specific, Measurable, Achievable,Realistic and Time-bound)

413K004 How to analyse and manage risk

413K005 How to develop and plan for contingencies

413K006 Principles and methods of delegation

413K007 How to use resources effectively to achieveobjectives

413K008 How to consult with colleagues and other keystakeholders

413K009 How to monitor and control operational plans toachieve their objectives

413K010 How to develop and use an evaluationframework



413K011 Legal, regulatory and ethical requirementsaffecting your work with children and families inyour home country

413K012 The effects of regulation and legislation on yourarea of work

413K013 Who the key stakeholders are in your area ofwork and how to engage them in the planningprocess and implementation of plans

413K014 Methods and processes of consultation withchildren and families with regard to plans andimplementation


413K015 The market or environment in which yourorganisation works

413K016 The overall vision of your organisation and thegoals you are responsible for achieving

413K017 Funding streams that are available in your part ofthe sector, how to access these to support yourplans

413K018 The children and families who use your serviceand potential users

413K019 Potential users who have found your servicehard to access and how you can break downbarriers and ensure equality of access

413K020 How to build sustainability into your planning, thelevers, barriers and constraints that operate

413K021 Available opportunities for development andexpansion of your service

413K022 How to respond to new opportunities

413K023 Colleagues and other key stakeholders, and theirneeds and expectations

413K024 Processes for consultation

413K025 Sources of information you can use to monitorand evaluate plans

413K026 Procedures for reporting and makingrecommendations

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Centre

Centre Name

Centre Number

Unit Title: CCLD 414 – Co-ordinate and support provision for disabledchildren and those with special educational needs


CCLD 414.1 – Co-ordinate, develop and review policies, procedures and practice for inclusion of children with disabilities and special educational needs

CCLD 414.2 – Co-ordinate planning for individual children

CCLD 414.3 – Work in partnership with other agencies and professionals












CCLD 414 Co-ordinate and support provision fordisabled children and those with specialeducational needs


CCLD 414.1 Co-ordinate, develop and review policies, procedures and practice for inclusion of children with disabilities and special educational needs


CCLD 414.3 Work in partnership with other agencies and professionals


This unit is about co-ordinating support and provision for disabled children and children withspecial educational needs. It includes co-ordinating and reviewing policies and proceduresand reviewing practice, planning for individual children and working in partnership with otheragencies and professionals. As there are variations between the four home countries in theprocesses and procedures and terminology used (in Scotland, additional support needs)you will need to undertake this unit based on policy and practice in your own country andsetting.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This is suitable ifyou co-ordinate work with disabled children or those with special educational needs, eitheras a manager or lead/senior professional in a setting, or within a peripatetic service whereyou have a high degree of autonomy and control over your work.





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Disability A physical or mental impairment which has a substantial and long-term adverse effect on the child's ability to carry out normal day-to-day activities

Equality of access Ensuring that discriminatory barriers to access are removed andthat information about provision is accessible to all families in thecommunity







CCLD 414.1 Co-ordinate, develop and review policies,procedures and practice for inclusion of children withdisabilities and special educational needs



1. Co-ordinate and develop policies and proceduresrelevant to the inclusion and equality of access fordisabled children and children with special educationalneeds

2. Regularly review policies and procedures for inclusion ofchildren with disabilities and special educational needs

3. Collect data, monitor and evaluate the effectiveness ofpolicies and procedures in developing and improvinginclusive practice

4. Identify issues and plan for continuous improvement inimplementation of inclusive practice

5. Include children and families as partners in the co-ordination, development and review of policies,procedures and practice

6. Adapt your use of complex specialist language toensure clarity and understanding

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1. Identify, gather and record relevant information to informplans

2. Utilise all relevant sources of information to inform plans,include your own observations and assessments ofchildren

3. Organise staged assessment reviews, increasing thetime allowed between reviews if the child is makingsufficient progress

4. Co-ordinate a graduated response to meet individualchildren's needs

5. Have high expectations of children and commitment toraising their achievement based in a realistic appraisal ofwhat they might achieve

6. Approach the relevant authorities to request additionalresources or a statutory assessment

7. Keep plans up-to-date

8. Ensure resources are adequate to implement plans andadults involved are knowledgeable about children'sdisabilities and special educational needs and confidentin their roles and responsibilities.

9. Identify and take steps to overcome barriers tocommunication

10. Maintain confidentiality as appropriate as to therequirements of your provision

11. Plan to support children through transitions

CCLD 414.3 Work in partnership with other agencies andprofessionals



1. Identify and make contact with other agencies andprofessionals relevant to the co-ordination and supportof disabled children and those with special educationalneeds

2. Seek out information and support available locally orregionally

3. Make sure you work as a partner with other agenciesand professionals

4. Ensure up-to-date records are kept for each child andthat these are informative, objective, clear and accurate

5. Share information across agencies and professionalgroups for the benefit of disabled children and thosewith special educational needs






K4D982 Legislation, regulations and codes of practiceaffecting provision for disabled children and thosewith special educational needs within your homecountry


K4D984 Understanding how disabilities and specialeducational needs may affect development

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K4M985 Specialist local and national support andinformation that is available for you and for thechildren and families


K4D987 The principles behind the social and medicalmodels of disability

K4D988 Details about particular disabilities or specialeducational needs as they affect your ability toprovide a high quality service and supportcolleagues as appropriate

K4D989 Identification of barriers to access andparticipation and how these may be overcome

K4D990 The reasons for integrated provision and thebenefits or otherwise to children

K4C991 The purpose and use of alternative andaugmentative communication and how colleaguescan be supported in using these methods



K4D993 The range of specialist aids and equipment thatare available, their advantages, disadvantages andcost-effectiveness

K4D994 The importance of early recognition andintervention to prevent learning or other difficultiesfrom developing

K4D995 The possible impact of having a child withdisability or special educational needs within afamily

K4C996 Awareness of and ability to use specialistterminology confidently in the interest of thechildren with whom you work, whilst ensuring thatuse of such terminology does not act as a barrierwith other children and adults

K4M997 Local and regional contacts and agencies thatmay support your work


K4M998 Details of other professional groups with specificexpertise that may be deployed for the benefit ofdisabled children and those with specialeducational needs

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Centre

Centre Name

Centre Number

Unit Title: CCLD 415 – Co-ordinate special educational needs for earlyeducation within a local area


CCLD 415.1 – Advise on, plan and promote interventions designed to meet children's needs

CCLD 415.2 – Provide day-to-day support for setting based SENCOs

CCLD 415.3 – Participate in the development of the service for children with special educational needs












CCLD 415 Co-ordinate special educational needs forearly education within a local area


CCLD 415.1 Advise on, plan and promote interventions designed to meet children's needs

CCLD 415.2 Provide day-to-day support for setting based SENCOs

CCLD 415.3 Participate in the development of the service for children with special educational needs


This unit is about the work of special educational needs co-ordinators (SENCOs) who arearea based and whose work involves supporting settings who offer early education.Although area SENCOs normally work with non-maintained settings the unit is applicable toother settings.


This unit is for you if you are an area SENCO working with settings offering early education.In order to achieve the unit you will be working with a high degree of autonomy andindependence, supporting other practitioners and settings.


You must work within the principles and values of the sector in order to achieve.









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Children Children in the settings

Differentiated A curriculum that is responsive to the learners' needscurriculum


Inclusion A process of identifying, understanding, and breaking down barriersto participation and belonging

CCLD 415.1 Advise on, plan and promote interventions designedto meet children's needs



1. Provide advice and practical support for theimplementation of a graduated approach toidentification, assessment and intervention

2. Ensure your planning and interventions are based oncurrent, relevant information about the childrenconcerned, and recognise resource implications

3. Support the development of strategies for monitoringand evaluating interventions

4. Plan and promote interventions in partnership withchildren and families, ensuring that communicationdifficulties are effectively addressed

5. Support setting SENCOs who are preparing children fortransitions


6. Provide advice on establishing training needs andidentifying opportunities for professional updating forsetting SENCOs

CCLD 415.2 Provide day-to-day support for setting basedSENCOs



1. Establish the support needs of the setting SENCOs,prioritising and responding to settings that need mostsupport

2. Develop and maintain positive relationships and effectivecommunication with the setting SENCOs

3. Support SENCOs within settings to develop policies forinclusion and access for children with specialeducational needs

4. Sensitively offer support and advice to setting SENCOsin their everyday work with children with specialeducational needs

5. Work with settings to support and encourage theirconfidence and independence in their work with childrenand families

6. Ensure that referral procedures are clear and recordsare well organised, relevant and follow a consistentapproach

7. Provide a positive role model in hands-on work withchildren and families

8. Share information as required and maintain appropriateconfidentiality

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CCLD 415.3 Participate in the development of the service forchildren with special educational needs



1. Support a multi-agency approach by setting up andmaintaining links between key agencies involved insupporting children with special educational needs

2. Share knowledge of assessment frameworks used inyour work with other agencies

3. Involve other professionals in providing advice,information and training as required by the setting

4. Contribute to the development of local services andresources

5. Develop and disseminate good practice in work withchildren with special educational needs in earlyeducation settings






K4D982 Legislation, regulation and codes of practiceaffecting provision for disabled children andthose with special educational needs within yourhome country

K4P1000 Relevant policies and procedures for yourservice in relation to special educational needs

K4M1001 Detailed knowledge and understanding of localpolicies and procedures for special educationalneeds and their implementation


K4S1002 In-depth understanding of the principles andapplication of the assessment framework andassociated interventions that are used in yourlocal area

K4D1003 The principles of inclusion and integration andhow these are applied within current guidance

K4M1004 Where to find information about specific areas ofspecial educational need that you require to fulfilyour role

K4P1005 The range of local, regional and nationalresources that are available to support your roleand that of the setting SENCO

K4D1006 Actions to take where there are concerns aboutchildren's development, including systems ofreferral within your local area

K4D1007 Realistic developmental and learning goals forchildren with special educational needs

K4C1008 Strategies and resources that may be usefulwhen dealing with children who havecommunication difficulties

K4D1009 Strategies and resources that may be usefulwhen dealing with children who have social,emotional, behavioural difficulties, includingcolleague support

K4D1010 Detailed understanding of how to developdifferentiated curricula, based on children'sindividual needs

K4D1011 Which adaptations and specialist aids maybemost useful for particular children andcircumstances and how practitioners may obtainthese for the benefit of the children they workwith

K4P1012 How to support other practitioners in dealing withsensitive and stressful situations

K4P1013 How to ensure that your skills, knowledge andadvice are available to setting SENCOs, withoutunnecessary barriers

K4P1014 Sources of personal and professional support

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K4M1015 The benefits of working as part of a team withdifferent agencies and professionals and sharinginformation and good practice

K4M1016 How to ensure that you make positive links withother agencies and establish good workingrelationships for the benefit of children and theirfamilies

K4D1017 The importance of working in partnership withfamilies, and strategies that may be employed todevelop these partnerships

K4M1018 The involvement of the local community insupporting and providing information for settings

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Centre

Centre Name

Centre Number

Unit Title: CCLD 416 – Assess quality assurance schemes against agreedcriteria


CCLD 416.1 – Identify quality assurance requirements

CCLD 416.2 – Examine initial evidence against requirements

CCLD 416.3 – Assess provision and provide feedback












CCLD 416 Assess quality assurance schemesagainst agreed criteria






This unit is about assessing quality against agreed criteria and it includes planning, visitingand giving feedback.


This unit will be useful for practitioners responsible for assessing quality assurance inprovision whose main purpose is children's care, learning and development.











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1. Demonstrate familiarity and understanding of a range ofquality assurance programmes used in the provision ofchildcare

2. Identify specific criteria against which quality assuranceprovision will be measured

3. Make arrangements to visit childcare providers, at amutually convenient time to minimise disruption

4. Negotiate and agree a plan for the visit

5. Communicate requirements for evidence to providers

6. Demonstrate a non-judgmental attitude that valuesdiversity and recognises cultural differences




1. Ensure that all the evidence requested has been madeavailable

2. Ensure that the quality assurance criteria are available forreference

3. Scrutinise the setting's documents and assess forcompliance with agreed criteria

4. Where gaps are identified in the evidence, this isdiscussed with the relevant person and alternativesources of evidence are sought

5. Ensure that policies and procedures employed in thesetting are in line with regulatory requirements in yourhome country and current best practice

6. Produce a report giving details of your assessment




1. Assess different aspects of quality assurance againstrelevant criteria

2. Assess and evaluate all aspects of provision

3. Ensure that the views of staff, children and other serviceusers are obtained as part of the evaluation

4. Identify action points and areas for improvement

5. Identify areas of good practice in quality assurance

6. Provide feedback to relevant individuals in a supportiveand constructive manner

7. Negotiate and agree a timescale for implementingimprovements identified as action points

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K4P1019 Ways in which the criteria identified in the qualityassurance documents can be supported byevidence

K4P1020 The range and type of evidence that can beproduced by providers to demonstrate the qualityassurance procedures

K4P1021 The value of different types of evidence indemonstrating compliance to quality assurancecriteria

K4P1022 Methods of evaluating and assessing evidencefor quality assurance schemes

K4P1023 Why it is important to consult staff and serviceusers and seek their views on the quality ofprovision

K4P1024 How to make objective judgments about qualityassurance schemes based entirely on theevidence presented at the visit

K4P1025 How to prioritise action points for improvementwithin the quality assurance scheme

K4C1026 How to provide feedback to providers that isconstructive and supportive, whilst recognisingthe areas that could be improved

K4C1027 How to manage disagreements in relation to yourquality assurance scheme evaluation

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Centre

Centre Name

Centre Number

Unit Title: CCLD 417 – Establish and sustain relationships with providers ofservices to children and families


CCLD 417.1 – Establish and sustain contact with providers of services to children and families

CCLD 417.2 – Enable providers of services to children and families to access sources of information and support

CCLD 417.3 – Contribute to the development and maintenance of support networks












CCLD 417 Establish and sustain relationships withproviders of services to children andfamilies


CCLD 417.1 Establish and sustain contact with providers of services to children and families

CCLD 417.2 Enable providers of services to children and families to access sources of information and support

CCLD 417.3 Contribute to the development and maintenance of support networks


This unit is about establishing relationships with providers of services for children andfamilies in order to facilitate the development of networks, information sharing, developmentand support.


This unit is for you if you work as a national, regional and local support or developmentworker in a setting or service whose main purpose is to support the care, learning anddevelopment of children in partnership with their families.











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CCLD 417.1 Establish and sustain contact with providers ofservices to children and families



1. Obtain information from different sources about childcareproviders within your area of responsibility

2. Identify opportunities to contact providers individually orin groups

3. Develop and provide information or promotional materialto raise awareness and facilitate contact

4. Identify any likely barriers to contact and take steps toovercome these

5. Make contact with providers in your area of responsibility

6. Agree with providers how contact will be maintained atregular intervals

CCLD 417.2 Enable providers of service to children and families toaccess sources of information and support



1. Discuss the need for information and support withproviders

2. Identify the types of information needed, based on thepurpose for which it is required

3. Provide information on agreed issues or topics

4. Direct providers towards helpful, relevant and validsources of information

5. Encourage providers to share information andinformation sources

6. Help providers to identify different sources of support

7. Identify barriers to information sharing and discuss withproviders how these can be overcome

8. Regularly review information needs with providers

CCLD 417.3 Contribute to the development and maintenance ofsupport networks



1. Help providers to identify and develop networkingopportunities

2. Help providers organise and plan opportunities fornetworking

3. Facilitate the provision of network and developmentmeetings

4. Encourage providers to use a range of methods,opportunities and facilities for networking

5. Help providers to identify areas for development

6. Help providers to identify information and resources tosupport development

7. Encourage providers to share good practice

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K4M1028 Different sources of information about childcareproviders, locally, regionally and nationally andhow to access such information

K4C1029 What barriers might be encountered whenestablishing relationships with providers, andhow these might be minimised or overcome

K4P1030 The type and format of information orpromotional material that you might use to raiseawareness and facilitate contact betweenyourself and providers

K4M1031 The sort of information that providers may needto support the delivery of services

K4P1032 The type of information that providers may needfor continuous professional development

K4M1033 Sources of reliable and valid information forchildren and families and how these can beaccessed

K4C1034 Barriers to information sharing between providersand how they can be overcome

K4C1035 Different ways of networking and providingmutual support

K4P1036 What is considered to be good practice inchildcare provision

K4P1037 Ways in which providers can be encouraged toshare innovative and good practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 418 – Co-ordinate and support the revision of policies,procedures and practice for registration and inspection


CCLD 418.1 – Evaluate policies, procedures and documentation in the light of requirements for registration and inspection

CCLD 418.2 – Evaluate practice in the light of requirements for registration and inspection

CCLD 418.3 – Co-ordinate and support changes and development to practice in order to meet registration and inspection requirements












CCLD 418 Co-ordinate and support the revision ofpolicies, procedures and practice forregistration and inspection


CCLD 418.1 Evaluate policies, procedures and documentation in the light of requirements for registration and inspection

CCLD 418.2 Evaluate practice in the light of requirements for registration and inspection

CCLD 418.3 Co-ordinate and support changes and development to practice in order to meet registration and inspection requirements


This unit is about preparing for registration and inspection by co-ordinating and supportingthe revision of policies, procedures and practice.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you work as a manager or lead/senior practitioner with co-ordination responsibilityfor preparing provision for registration and inspection by a national regulator or you supportothers across a number of sites. There are different systems of regulation and inspectionacross the four home countries and you will need to relate this unit to the appropriatesystem in your home country.





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Stakeholders Others with an interest in the outcomes of inspection e.g.management committees, trustees, parents and families,community groups

CCLD 418.1 Evaluate policies, procedures and documentation inthe light of requirements for registration andinspection



1. Establish the requirements of registration and inspection

2. Check policies, procedures and documentation in thelight of requirements, establishing if there are gaps orinaccuracies

3. Consult and clarify your findings with colleagues andothers who are involved

4. Develop and improve policies, procedures anddocumentation to meet regulatory requirements


CCLD 418.2 Evaluate practice in the light of requirements forregistration and inspection



1. Establish the requirements of registration and inspectionand their implications for practice

2. Check practice in the light of requirements, establishingif there are areas where development is required

3. Consult and clarify your findings with colleagues andother stakeholders


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CCLD 418.3 Co-ordinate and support changes and developmentto practice in order to meet registration and inspectionrequirements



1. Present options for change and development tocolleagues and other stakeholders

2. Agree objectives for change and development withcolleagues, drawing on your evaluations and previousinspection reports

3. Clarify requirements and resource implications

4. Implement change in an organised and manageableway, ensuring colleagues are confident in their roles andresponsibilities

5. Identify training and qualification needs and investigatewhere and how these can be met






K4P1038 Legislation, regulation and procedures forregistration and inspection in your home country

K4P1039 The powers held by regulators e.g. investigation,enforcement and compliance

K4P1040 The detailed requirements for both registrationand inspection, the implications of regulatoryrequirements for the setting, its staff, the childrenand families involved


K4M1041 The detailed information required by regulatoryauthorities

K4P1042 Information about how the inspection will beconducted and your rights to appeal or complain

K4P1043 The role and purpose of self-assessment

K4P1044 The importance of good organisation andpreparation for registration and inspection

K4D1045 How to involve children and families in ways thatare positive and beneficial to them and to thesetting

K4P1046 How to manage change positively in ways thatare sensitive to colleagues and lead to beneficialoutcomes for children, families and otherstakeholders

K4P1047 Organisational and management developmentand change. How to respond positively tocomments and actions as a result of inspection


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Centre

Centre Name

Centre Number

Unit Title: CCLD 419 – Contribute to the enhancement of early education forchildren


CCLD 419.1 – Evaluate current educational practice within the setting

CCLD 419.2 – Provide advice to the provision on strategies for improvement

CCLD 419.3 – Support curriculum planning and development

CCLD 419.4 – Work alongside those within the setting to enhance educational provision












CCLD 419 Contribute to the enhancement of earlyeducation for children


CCLD 419.1 Evaluate current educational practice within the setting

CCLD 419.2 Provide advice to the provision on strategies for improvement


CCLD 419.4 Work alongside those within the setting to enhance educational provision


This unit is about supporting provision that offers early education. It is about helping settingsto evaluate their current educational practice and determine strategies for improvement. Italso involves supporting settings in planning the curriculum and modelling good practice inproviding a high quality early education experience for children and their families.


This unit is for you if you work in support of settings that offer early education. You may workas part of a more general advisory service or across a number of similar settings or have aperipatetic role that is specific to a specialist service.





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Children The children in the settings with whom you are working, exceptwhere additional requirements are indicated


Differentiated The curriculum that is responsive to the learners' needs i.e. not curriculum presenting the same curriculum to everyone

Equality of access Ensuring that discriminatory barriers to access are removed andallowing for children's individual needs, ensuring that informationabout provision is accessible to all families in the community

ICT (Information Examples are computers, calculators, electronic devices, and Communication audiovisual equipment, programmable toys, digital camerasTechnology)



CCLD 419.1 Evaluate current educational practice within thesetting



1. Observe the delivery of the curriculum and theorganisation of the provision

2. Assess the range and quality of resources available forthe delivery of the curriculum

3. Evaluate the plans, programmes and routines within theprovision in terms of providing a balanced and relevantcurriculum that makes use of all available resources bothwithin and outside the provision

4. Assess the involvement of children in activities acrossthe curriculum areas and whether they are engaged inpurposeful play and activity

5. Assess the organisation of space, educational value ofdisplays and other equipment and the involvement ofadults in support of the curriculum

6. Assess the use of ICT to support learning

7. Assess the involvement of families and childrenthemselves in the planning and implementation of thecurriculum

8. Evaluate the curriculum offered in terms of its suitabilityand appropriate differentiation to meet the needs of allthe children

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CCLD 419.2 Provide advice to the provision on strategies forimprovement



1. Sensitively discuss your assessment of currenteducational provision with senior colleagues within theprovision

2. Advise colleagues on development and improvementopportunities

3. Support colleagues in implementing change andimprovement

4. Support and identify additional training opportunities forcolleagues




1. Work with colleagues to develop long, medium andshort-term curriculum plans

2. Ensure the plans meet the needs of national and localguidance and regulatory requirements

3. Support the involvement of children, parents and familiesin curriculum planning

4. Support planning of a differentiated curriculum designedto meet the needs of all the children

5. Advise colleagues on resource implications of thecurriculum plan

6. Support the implementation of the planning cycle toinclude review, evaluation and continuous improvement

CCLD 419.4 Work alongside those within the setting to enhanceeducational provision



1. Model good practice in delivering the curriculum byhands-on work with children and families within theprovision

2. Support colleagues in organising space, materials,equipment and activities

3. Support colleagues in organising routines, activities andexperiences for children

4. Support colleagues involved in difficult or sensitivesituations

5. Be available for advice and support






K4D853 Requirements of legislation, regulation andguidance covering early education in your homecountry

K4D How to ensure that the provision includes high-1050 quality learning experiences, activities and

resources that meet the needs of children withinearly education and in less formal learningsituations

K4D856 The role of play in the delivery of learning i.e. howplay can be used to achieve learning goals whilstmaximising children's opportunities for freelychosen play

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K4D How children's stage of development affects their1053 learning and the provision that they require






K4D The types of resources, equipment, activities and1059 experiences that are most productive in the

support of early education including ICT






K4D How to model effective work with children in the1064 delivery of early education and advise and support

those who are involved

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Centre

Centre Name

Centre Number

Unit Title: CCLD 420 – Research and develop an area of practice


CCLD 420.1 – Identify research opportunities

CCLD 420.2 – Collect and analyse data

CCLD 420.3 – Identify changes to practice resulting from research












CCLD 420 Research and develop an area of practice






This unit is about researching an area of practice, using the skills of data collection, analysisand evaluation. The unit also includes identifying changes to practice and analysing thepotential impact of such changes.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. The unit will besuitable for managers and those who work at an advanced level with significantresponsibilities.




This is an optional unit in the Level 4 NVQ/SVQ for Children's Care, Learning andDevelopment.




Application of number: 4.1, 4.2. 4.3 Numeracy: Higher



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1. Carry out a literature search using a range of informationsources

2. Identify current and emerging areas of best practice

3. Identify the most appropriate area of practice to researchfor your organisation

4. Consider the different research methods and identify themost appropriate for your purpose

5. Develop an action plan to support your research

6. Seek agreements from those who will be involved inyour research

7. Make preparations to collect data

8. Ensure your research plans meet the requirements forethical and confidential research practice




1. Collect data from primary and secondary sources

2. Use a range of methods for collecting data

3. Ensure that sufficient information is collected fromdifferent sources to provide statistically significant results

4. Objectively analyse data, using appropriate statisticalmethods

5. Collate the results of your analysis and draw conclusionsbased on your results

6. Present your results clearly and in the format mostsuitable for the intended purpose




1. Discuss the information and results obtained fromresearch with colleagues and others concerned withchanges to practice

2. Identify the changes that need to be made, based onthe information obtained from research

3. Clearly identify the benefits of such changes in practiceto the quality of childcare provision in your setting

4. Identify the resources needed to implement the changeto practice

5. Agree a plan for implementing changes to practice withthose who will be affected by such changes

6. Identify any barriers or obstacles that might affect theimplementation of new practice

7. Liaise with others to develop strategies to overcomesuch barriers or obstacles

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K4P1065 How to access current and up-to-dateinformation about childcare practice

K4M1066 What other types of information might be neededand where to access this

K4P1067 How to ensure the validity and reliability ofresearch-based information sources e.g. peerreview, meta-analysis

K4P1068 The ethics of undertaking research and theimportance of seeking agreements with thoseinvolved

K4P1069 How to ensure a statistically significant sample

K4P1070 How statistics are analysed, including how toextract meaningful information from statisticaldata

K4M1071 How to present information in a way that isappropriate and meaningful to the audiencereceiving it

K4P1072 Different research methodologies, qualitative andquantitative information sources, the advantagesand disadvantages of different methods, primaryand secondary information sources

K4P1073 How to develop data analysis tools

K4P1074 How to overcome the difficulties in implementingchanges to practice

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Centre

Centre Name

Centre Number

Unit Title: CCLD 421 – Provide information about children and families’services


CCLD 421.1 – Establish and maintain information about the full range of services available to children and families

CCLD 421.2 – Provide information about children and family services in response to requests












CCLD 421 Provide information about children andfamilies’ services


CCLD 421.1 Establish and maintain information about the full range of services available to children and families

CCLD 421.2 Provide information about children and family services in response to requests


This unit is about the dissemination of information about children and families' services.


This unit will be useful for practitioners working in a variety of settings whose main purposeis children's care, learning and development, or within children and families' informationservices.












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Stakeholders Others with an interest in the outcomes of activity or decisions

Information systems Can be electronic e.g. computer database or paper-based systemof storing information

CCLD 421.1 Establish and maintain information about the fullrange of services available to children and families



1. Contact stakeholders and service providers to identifyinformation relating to services for children and families

2. Identify resources to support the management ofinformation systems

3. Collate information about childcare provision, supportgroups and leisure activities for children in the local area

4. Develop systems for managing the information relating toservices for children and families

5. Ensure that information about services is sufficientlydetailed for judgments to be made about its suitability fordifferent ages or abilities

6. Provide detailed information about the services that iseasily accessible to children and families in the specifiedlocal area

7. Encourage providers to inform the information service ofany changes to their provision

8. Ensure that arrangements are in place for monitoringand updating information on a regular basis

CCLD 421.2 Provide information about children and family servicesin response to requests



1. Clarify the reasons for the request

2. Identify the type of information required to meet thepurpose

3. Provide information that is objective in ways that do notindicate preference

4. Ensure that systems are in place to monitor informationrequests in ways that protect children

5. Provide information to a range of public and privateorganisations in locations that are easily accessible tochildren and families

6. Feed back comments, compliments and complaintsabout children's services to providers






K4M1075 Sources of information and who the stakeholdersare in your locality who have an interest ininformation about children's services

K4M1076 How to obtain resources to develop and manageinformation systems

K4P1077 What is meant by the full range of services, e.g.the leisure services, daycare and childmindingservices, other childcare provision, includingafter-school clubs and holiday schemes, supportgroups and other networks

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K4M1078 Systems that can be used for the managementand maintenance of information, e.g. database

K4M1079 Why it is important that information is provided sothat it can be understood by everyone; issuesthat may affect the way in which information isprovided

K4P1080 What details need to be included in informationpackages for services to ensure that childrenand families can make decisions about theirsuitability

K4M1081 Why it is important to provide information in waysthat do not indicate preference and how youmight do this

K4M1082 How to make information accessible to familiesand children, e.g. where to locate informationand how to present it

K4M1083 Why it is important to feedback any commentsabout provision to service providers

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Centre

Centre Name

Centre Number

Unit Title: CCLD 422 – Co-ordinate work with families


CCLD 422.1 – Establish and monitor procedures and practices for work with families

CCLD 422.2 – Implement policies and procedures for work with families

CCLD 422.3 – Deal with family issues, grievances and complaints












CCLD 422 Co-ordinate work with families


CCLD 422.1 Establish and monitor procedures and practices for work with families

CCLD 422.2 Implement policies and procedures for work with families



This unit is about co-ordinating work with families for the benefit of children. It is recognisedthat work with families has benefits for children and for the family members themselves.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit issuitable if you co-ordinate work with families as a manager or lead/senior practitioner withsignificant responsibility in this area of practice.











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CCLD 422.1 Establish and monitor procedures and practices forwork with families



1. Discuss information needs with families, children andpractitioners

2. Identify the most effective way of communicating withfamilies and involving them in the provision

3. Review the regulatory requirements for parental andfamily involvement

4. Evaluate the needs of the children within the setting andtheir families

5. Identify and develop or improve procedures for:

• Involving families in the activity of the provision

• Security and safety arrangements for collection ofchildren

• Roles and responsibilities of all practitioners inrelation to families

• Emergency contact details

6. Collect data, monitor, evaluate and update policies andpractices to take account of changing needs andcircumstances

CCLD 422.2 Implement policies and procedures for work withfamilies



1. Check that all practitioners communicate with families ina manner and language that is clearly understood byfamily members

2. Observe practitioners when they are:

• Liaising with families

• Involving families in activities

• Informing the families of children's progress andany potential problems

• Dealing with families who are unhappy with anyaspect of the provision

3. Liaise with practitioners about changes that might berequired

4. Resolve conflicts and issues arising from interactions ofpractitioners with families

5. Ensure the views of children and families are sought




1. Work within the policies and procedures of the settingwhen issues arise or there are complaints andgrievances

2. Be aware of problems that may arise in work withfamilies

3. Listen carefully and take note of any explanations andaccounts given to you by practitioners about incidentsthat might lead to complaints from families

4. Ensure families are able to contact you and speakconfidentially and openly about their grievances

5. Listen carefully and take note of comments, accountsand grievances from families

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6. Work with all parties to help resolve differences

7. Discuss matters arising from the issue, complaints orgrievances and offer appropriate solutions, wherepossible

8. Resolve the issue, complaints or grievances as positivelyas possible, whilst ensuring that the child does notsuffer because of the actions of family members

9. Record and report the issue, complaint or grievance,according to procedures






K4D1084 Key sector principles of working collaborativelyand in partnership with families

K4P1085 The range of family structures and backgroundsrepresented in your setting and the importanceof respecting and valuing diversity

K4D1086 How family beliefs, attitudes and values mayaffect behaviour, self-reliance and identity

K4C1087 How to communicate with all familiesrepresented in your setting or service, includingthose with communication barriers or difficulties

K4C1088 Local contacts for translating literature andinformation into families' home languages

K4C1089 How to deal with conflicts between practitionersand families in ways that are fair to both parties

K4P1090 The importance of training and supportingpractitioners in your setting or service, to workeffectively with families whose beliefs, attitudesand values may be different


K4D1091 How to deal with discriminatory and stereotypedattitudes that may be exhibited by familymembers in terms of the care and provision fortheir children, and more generally about theirlocal area and other families represented in theprovision

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Centre

Centre Name

Centre Number

Unit Title: CCLD 423 – Manage multi-agency working arrangements


CCLD 423.1 – Establish and maintain relationships with other agencies

CCLD 423.2 – Share information with other agencies












CCLD 423 Manage multi-agency workingarrangements


CCLD 423.1 Establish and maintain relationships with other agencies



This unit is about managing multi-agency working arrangements. With the extension of rolesand new legislation many more managers have to work collaboratively with other agenciesfor the benefit of children and families.


This unit is for you if you manage or contribute to the management of a setting or servicewhose main purpose is to support the care, learning and development of children inpartnership with their families and who work collaboratively with other agencies.












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CCLD 423.1 Establish and maintain relationships with otheragencies



1. Identify and make contact with relevant agencies

2. Establish ground rules of working together with otheragencies, clarifying roles, responsibilities andaccountability

3. Establish and maintain positive relationships with otheragencies, recognising different communication styles

4. Set up regular contact with colleagues in other agencies

5. Facilitate contact between colleagues in your ownagency and those in other agencies

6. Work with other agencies to minimise duplication andshare relevant information

7. Treat colleagues in other agencies with respect,recognising their different skills and expertise




1. Establish methods of sharing information based on thetypes of information involved and the location of thedifferent agencies

2. Use a variety of information sharing methods, includingICT

3. Ensure that appropriate security and confidentiality ismaintained

4. Share information with other agencies in a timelymanner, bearing in mind the potential dangers ofwithholding information balanced against the privacy ofchildren and families

5. Involve and consult children and families in the sharingof information, except where the welfare of children is atstake

6. Ensure children and families are aware of the policiesand procedures of the agency with regard to the sharingof information

7. Use secure methods to store and retrieve information

8. Make sure information is clearly understood andspecialist language is clarified

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K4M1092 The legal and regulatory frameworks affectingyour agency, other agencies with which youwork, and the sharing of information

K4M1093 The benefits for children and families of multi-agency working

K4S1094 The importance of accountability for the welfareof children and how this is achieved


K4M1096 The importance of collaboration betweenagencies to ensure the safety and protection ofchildren

K4M1097 Record keeping and management of data

K4M1098 The advantages and disadvantages of usinginformation technology and computer-basedmethods of storing, retrieving and sharinginformation


K4M1100 Knowledge management and information sharing

K4P1101 The rights of parents and families and of children

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Centre

Centre Name

Centre Number

Unit Title: CCLD 424 – Obtain additional finance for the organisation


CCLD 424 – Obtain additional finance for theorganisation












CCLD 424 Obtain additional finance for theorganisation




This unit is about identifying the need for and obtaining additional finance to fund theorganisation's proposed activities. The organisation may already be generating some surplusincome through the ongoing supply of its products and/or services. This may be insufficient,however, to fund activities such as investment in new equipment or proposed changes toproducts and/or services and it is in instances such as these where additional finance mightbe required.

A key aspect of this unit is identifying types of finance and funding providers which areappropriate to the particular needs of the organisation.

Whilst you would be expected to draw on the expertise of financial specialists, you are notexpected to be a financial specialist yourself.



The unit is recommended for managers who have significant responsibility in settings orservices whose main purpose is children's care, learning and development.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in obtaining additionalfinance for the organisation. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:

• Thinking strategically • Reviewing

• Questioning • Negotiating

• Information management • Contingency planning

• Evaluating • Monitoring

• Presenting information • Involving others

• Communicating • Planning

• Decision making • Forecasting


• Prioritising • Problem solving

• Leadership













1. Identify the additional finance required to fund theorganisation's proposed activities

2. Seek and make effective use of specialist financialexpertise

3. Evaluate the costs, benefits and risks of the currenttypes and providers of finance used by the organisationand other potential types and providers of finance

4. Select the types of finance which are most appropriateto the needs of the organisation, taking account of levelsof acceptable risk and views of stakeholders, andidentify possible providers

5. Present fully-costed proposals and recommendations forobtaining additional finance to relevant people in theorganisation and, where appropriate, any keystakeholders, and discuss and agree on potentialproviders of finance

6. Ensure timely submission of clear proposals or bids orapplications to potential providers of finance and seekregular updates on progress

7. Put formal agreements in place with providers for agreedamounts of finance at agreed times and, as appropriate,agreed costs and repayment schedules

8. Identify any shortfall in the level of additional fundingobtained and take appropriate action

9. Put contingency plans in place to deal with anyproblems in the additional finance being made availableand any changes to the level of additional financerequired

10. Monitor the effectiveness of the agreements forproviding additional finance, identifying and makingchanges where necessary and identifying improvementsfor the future

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3. You show sensitivity to stakeholders' needs andinterests and manage these effectively



6. You identify and work with people and organisations thatcan provide support for your work


8. You are vigilant for potential risks

9. You identify and raise ethical concerns


11. You work to a clearly defined vision of the future







424K01 Why organisations might need additional financefor their proposed activities

424K02 Where to obtain and how to evaluate informationin order to identify an organisation's requirementfor additional finance

424K03 Sources of specialist financial expertise and howto make effective use of them

424K04 Different types of finance

424K05 Different providers of finance

424K06 How to evaluate the costs, benefits and risks ofdifferent types and providers of finance

424K07 Criteria for selecting types and providers offinance which are appropriate to organisationalneeds and the views of stakeholders

424K08 The importance of risk in obtaining additionalfinance and ways in which the level of risk can beidentified and managed

424K09 How to work out the full cost of obtaining financefrom providers

424K10 The importance of consulting with relevant peoplein the organisation and key stakeholders onproposals and recommendations for obtainingadditional finance

424K11 The importance of submitting clear proposals orbids or applications to potential providers offinance and allowing sufficient time for theirsubmission and consideration

424K12 The type of formal agreements that should be putin place with providers of finance and what theyshould cover

424K13 The type of actions that might need to be taken inthe event of a shortfall in additional funding

424K14 Why it is necessary to put contingency plans inplace in relation to obtaining additional finance andthe type of contingencies that might occur

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424K15 How to monitor the effectiveness of agreementsput in place for providing additional finance

424K16 The changes that might need to be made toagreements for additional finance


424K17 The types and providers of finance that tend to beused in your sector, and why they are preferred

424K18 Guidelines and codes of practice and anylegislative, regulatory and ethical requirements inrelation to types and providers of funding in yoursector


424K19 The vision, objectives and plans of theorganisation

424K20 The proposed activities of the organisation,including those which require additional finance

424K21 The organisation's stakeholders and their views inrelation to the financing of the organisation'sactivities

424K22 The current types and providers of finance usedby the organisation and other potential types andproviders of finance and their associated costs,benefits and risks

424K23 The particular needs of the organisation in termsof securing additional finance, including theorganisation's attitude to risk

424K24 Relevant people in the organisation and any keystakeholders who should be consulted onproposals and recommendations for obtainingadditional finance

424K25 Proposals or bids or applications submitted toproviders of finance and how they have beenprogressed

424K26 Formal agreements with providers of additionalfinance to the organisation


424K27 The contingency plans that have been put inplace in relation to additional finance

424K28 The specialist financial expertise currently used byyour organisation and other potential sources ofexpertise

424K29 The systems in place for monitoring theeffectiveness of the agreements for additionalfinance and identifying changes to agreementsand improvements for the future

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Centre

Centre Name

Centre Number

Unit Title: CCLD 425 – Provide leadership in your area of responsibility


CCLD 425 – Provide leadership in your area of responsibility












CCLD 425 Provide leadership in your area ofresponsibility




The unit is about providing direction to people in a clearly and formally defined area or partof an organisation and motivating and supporting them to achieve the vision and objectivesfor the area. The 'area' may be, for example, a nursery or a peripatetic service or aspects ofthe work of an integrated setting for children and families where children's care, learning anddevelopment is the primary focus.


The unit is recommended for leaders, lead/senior practitioners or managers of nursery orother settings or services to children and families who have responsibility for other peopleand their work.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in providing leadership inyour area of responsibility. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:

• Communicating • Coaching

• Influencing and persuading • Mentoring

• Leading by example • Valuing and supporting others

• Motivating • Empowering

• Consulting • Learning

• Planning • Following

• Setting objectives • Managing conflict

• Providing feedback • Obtaining feedback













1. Create a vision of where your area is going and clearlyand enthusiastically communicate it, together withsupportive objectives and operational plans, to thepeople working within your area

2. Ensure that people working within your area understandand can see how the vision, objectives and operationalplans link to the vision and objectives of the overallorganisation

3. Steer your area successfully through difficulties andchallenges, including conflict within the area

4. Create and maintain a culture within your area whichencourages and recognises creativity and innovation

5. Develop a range of leadership styles and select andapply them to appropriate situations and people

6. Communicate regularly, making effective use of a rangeof different communication methods, with all the peopleworking within your area and show that you listen towhat they say

7. Give people in your area support and advice when theyneed it, especially during periods of setback andchange

8. Motivate and support people in your area to achievetheir work and development objectives and providerecognition when they are successful

9. Empower people in your area to develop their own waysof working and take their own decisions within agreedboundaries

10. Encourage people to give a lead in their own areas ofexpertise and show willingness to follow this lead

11. Win, through your performance, the trust and support ofpeople within your area for your leadership and getregular feedback on your performance

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1. You articulate a vision that generates excitement,enthusiasm and commitment



4. You make complex things simple for the benefit ofothers






10. You model behaviour that shows respect, helpfulnessand co-operation








425K01 The fundamental differences betweenmanagement and leadership

425K02 How to create a compelling vision for an area ofresponsibility


425K04 A range of different leadership styles and how toselect and apply these to different situations andpeople

425K05 How to get and make use of feedback frompeople on your leadership performance

425K06 Types of difficulties and challenges that may arise,including conflict within the area, and ways ofidentifying and overcoming them

425K07 The benefits of and how to create and maintain aculture which encourages and recognisescreativity and innovation

425K08 The importance of encouraging others to take thelead and ways in which this can be achieved

425K09 How to empower people effectively

425K10 How to select and successfully apply differentmethods for encouraging, motivating andsupporting people and recognising achievement

Industry/sector specific knowledge and understanding

425K11 Leadership styles common in the industry/sector

425K12 Legal, regulatory and ethical requirements in theindustry/sector

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425K13 Your own values, motivations and emotions

425K14 Your own strengths and limitations in theleadership role

425K15 The strengths, limitations and potential of peopleyou lead

425K16 Your own role, responsibilities and level of power

425K17 The vision and objectives of the overallorganisation

425K18 The vision, objectives, culture and operationalplans for your area of responsibility

425K19 Types of support and advice that people are likelyto need and how to respond to these

425K20 Leadership styles used across the organisation

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Centre

Centre Name

Centre Number

Unit Title: CCLD 426 – Encouraging innovation in your area of responsibility


CCLD 426 – Encourage innovation in your area of responsibility












CCLD 426 Encourage innovation in your area ofresponsibility




This unit is about encouraging and supporting the identification and practical implementationof ideas in your area of responsibility. The initial ideas will primarily come from people whowork in your area of responsibility, including yourself, and will focus on:

• new products and/or services

• improvements to existing products and/or services

• improvements to existing practices, procedures, systems, ways of working, etc. withinthe team or those of the wider organisation or customers or suppliers



The unit is recommended for managers within settings or services whose main purpose ischildren's care, learning and development.



Origin of unit

This unit originates from the National Occupational Standards for Management andLeadership C2.

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Skills

Listed below are the main generic 'skills' which need to be applied in encouraging innovationin your organisation. These skills are explicit/implicit in the detailed content of the unit andare listed here as additional information:


This unit is an optional unit within the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment.




Communication: 4.1, 4.2, 4.3. Communication: Higher

Working with Others: 4.1, 4.2, 4.3. Working with Others: Higher

Problem solving: 4.1, 4.2, 4.3. Problem Solving: Higher

• Communicating

• Leadership

• Problem solving

• Thinking creatively

• Learning

• Motivating

• Reviewing

• Inspiring

• Analysing

• Decision making





• Risk management





1. Identify and, periodically, review the approach to andlevel of innovation within your area of responsibility

2. Motivate all the people working in your area to identifyideas for new products and/or services andimprovements and other potential sources of ideas andencourage the sharing of this information

3. Respond enthusiastically to ideas from individuals orteams and provide constructive feedback

4. Establish and operate a fair and open method forconsidering and selecting initial ideas for furtherdevelopment

5. Discuss and agree ways in which selected ideas can befurther developed and tested by individuals or teams

6. Provide ongoing support, encouragement and resourcesto individuals and teams engaged in the furtherdevelopment and testing of ideas and help to removeany identified obstacles

7. Identify, in discussion with the relevant individuals andteams, those ideas which could be practicallyimplemented, providing help in drawing up andsubmitting business cases and plans in support of ideas

8. Approve the practical implementation of ideas, based onthe identified benefits, risks and required resources,when you have the authority to do so and monitor andreview their progress

9. Champion business cases and plans for ideassubmitted by individuals and teams from your area toother people in the organisation and communicateprogress and decisions

10. Recruit and select creative people and encourage anddevelop the creativity of other people in your area ofresponsibility

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11. Encourage individuals and teams in your area to takeacceptable risks in pursuing innovation and to make andlearn from mistakes

12. Ensure that the originators and developers of any ideaswhich are successfully implemented receive recognitionfor their achievement






5. You inspire others, championing work to achievecommon goals


7. You balance risks against the benefits that may arisefrom taking risks








426K01 The benefits of innovation to the organisation,children and families and other stakeholders

426K02 The difference between creativity and innovation

426K03 How to identify the current approach to and levelof innovation in a particular area, including anystrengths that can be built upon, any weaknessesthat need to be addressed and any obstacles toinnovation that need to be removed

426K04 How to select and apply different methods formotivating people to generate and develop ideas

426K05 How to engage with children and families in orderto identify their ideas and suggested opportunities

426K06 The different potential sources of ideas for newproducts and/or services and improvements

426K07 The importance of communication in innovationand how to encourage communication acrossyour area of responsibility

426K08 The potential obstacles to creativity and whetherand, if so, how they can be removed

426K09 Key stages in the creative process

426K10 Key stages in the innovation process

426K11 How to provide constructive feedback on ideas toteams and individuals and to children and families

426K12 How to establish and operate fair and openmethods for selecting initial ideas for furtherdevelopment including providing reasons whyparticular ideas are not being taken forward

426K13 The range of ways in which initial ideas can befurther developed and tested including settingguidelines or parameters for the use of resources,the level of acceptable risk and the reporting ofprogress

426K14 How to recognise and manage risk in innovation

426K15 How to develop a business case and plans forthe practical implementation of an idea and howto support others in doing this

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426K16 How to unlock creativity in yourself and others

426K17 The characteristics/traits/competencies of creativepeople and how to recognise these

426K18 The resources required for creativity andinnovation, particularly time

426K19 How you can learn from mistakes

426K20 How to recognise the achievements of theoriginators/developers of ideas which have beensuccessfully implemented


426K21 The sector and market in which your organisationworks, links to government policy objectives forchildren's services

426K22 Information sources on innovation in your sector

426K23 Current and emerging political, economic, social,technological, environmental and legaldevelopments in the sector and in related sectors


426K24 Your organisation's strategy, if it has one, forinnovation

426K25 The approach to and level of innovation in yourarea of responsibility

426K26 The role of innovation in your organisation's culture

426K27 Organisational guidelines and procedures fordeveloping and implementing ideas

426K28 The limits of your authority

426K29 The needs of children, families and otherstakeholders

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Centre

Centre Name

Centre Number

Unit Title: CCLD 427 – Allocate and monitor the progress and quality ofwork in your area of responsibility


CCLD 427 – Allocate and monitor the progress and quality of work in your area of responsibility












CCLD 427 Allocate and monitor the progress andquality of work in your area ofresponsibility


CCLD 427 Allocate and monitor the progress and quality of work in your area of responsibility


This unit is about ensuring that the work required in your area of responsibility is effectivelyplanned and fairly allocated to individuals and/or teams. It also involves monitoring theprogress and quality of the work of individuals and/or teams to ensure that the required levelor standard of performance is being met and reviewing and updating plans of work in thelight of developments.

The 'area of responsibility' may be, for example, a setting or department or functional area oran operating site within an organisation.


The unit is recommended for managers or others with extensive leadership responsibilities insettings or services whose main purpose is children's care, learning and development.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in allocating andmonitoring the progress and quality of work in your area of responsibility. These skills areexplicit/implicit in the detailed content of the unit and are listed here as additionalinformation:


This unit is an optional in the Level 4 NVQ/SVQ in Children's Care, Learning andDevelopment.






Problem Solving: 4.1, 4.2, 4.3 Problems Solving: Higher


• Communicating



• Consulting

• Planning

• Prioritising

• Reviewing

• Problem solving

• Leadership

• Monitoring

• Managing conflict

• Decision making

• Motivating


• Delegating

• Stress management

CCLD 427 Allocate and monitor the progress and quality ofwork in your area of responsibility




1. Confirm the work required in your area of responsibilitywith your manager and seek clarification, wherenecessary, on any outstanding points and issues

2. Plan how the work will be undertaken, seeking viewsfrom people in your area of responsibility, identifying anypriorities or critical activities and making best use of theavailable resources

3. Ensure that work is allocated to individuals and/or teamson a fair basis taking account of skills, knowledge andunderstanding, experience and workloads and theopportunity for development

4. Ensure that individuals and/or teams are briefed onallocated work, showing how it fits with the vision andobjectives for the area and the overall organisation, andthe standard or level of expected performance

5. Encourage individuals and/or team members to askquestions, make suggestions and seek clarification inrelation to allocated work

6. Monitor the progress and quality of the work ofindividuals and/or teams on a regular and fair basisagainst the standard or level of expected performanceand provide prompt and constructive feedback

7. Support individuals and/or teams in identifying anddealing with problems and unforeseen events

8. Motivate individual and/or teams to complete the workthey have been allocated and provide, where requestedand where possible, any additional support and/orresources to help completion

9. Monitor your area for conflict, identifying the cause(s)when it occurs and dealing with it promptly andeffectively

10. Identify unacceptable or poor performance, discuss thecause(s) and agree ways of improving performance withindividuals and/or teams

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11. Recognise successful completion of significant pieces ofwork or work activities by individuals and/or teams

12. Use information collected on the performance ofindividuals and/or teams in any formal appraisals ofperformance

13. Review and update plans of work for your area, clearlycommunicating any changes to those affected






5. You show an awareness of your own values, motivationsand emotions




9. You take pride in delivering high quality work



12. You use a range of leadership styles appropriate todifferent people and situations







427K02 The importance of confirming/clarifying the workrequired in your area of responsibility with those towhom you report and are accountable and how todo this effectively

427K03 How to identify and take due account of healthand safety issues in the planning, allocation andmonitoring of work

427K04 How to produce a plan of work for your area ofresponsibility, including how to identify anypriorities or critical activities and the availableresources

427K05 The importance of seeking views from peopleworking in your area of responsibility and how totake account of their views in producing the planof work

427K06 Why it is important to allocate work to individualsand/or teams on a fair basis and how to do soeffectively

427K07 Why it is important that individuals and/or teamsare briefed on the allocated work and thestandard or level of expected performance andhow to do so effectively

427K08 The importance of showing individuals and/orteams how their work fits with the vision andobjectives of the area and those of theorganisation

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427K09 Ways of encouraging individuals and/or teams toask questions and/or seek clarification in relationto the work which they have been allocated

427K10 Effective ways of regularly and fairly monitoring theprogress and quality of work of individuals and/orteams against the standards or level of expectedperformance

427K11 How to provide prompt and constructive feedbackto individuals and/or teams

427K12 Why it is important to monitor your area for conflictand how to identify the cause(s) of conflict when itoccurs and deal with it promptly and effectively

427K13 Why it is important to identify unacceptable orpoor performance by individuals and/or teams andhow to discuss the cause(s) and agree ways ofimproving performance with them

427K14 The type of problems and unforeseen events thatmay occur and how to support individuals and/orteams in dealing with them

427K15 The additional support and/or resources whichindividuals and/or teams might require to helpthem complete their work and how to assist inproviding this

427K16 How to select and successfully apply differentmethods for encouraging, motivating andsupporting individuals and/or teams to completethe work they have been allocated, improve theirperformance and for recognising theirachievements

427K17 How to log information on the ongoingperformance of individuals and/or teams and usethis information for formal performance appraisalpurposes

427K18 The importance of reviewing and updating plansof work for your area in the light of developments,how to reallocate work and resources and clearlycommunicate the changes to those affected



427K19 Sector requirements for the development ormaintenance of knowledge, understanding andskills through continuing professional development

427K20 Sector specific legislation, regulations, guidelines,codes of practice relating to carrying out work


427K21 The individuals and/or teams in your area ofresponsibility

427K22 The vision and objectives for your area ofresponsibility

427K23 The vision and aims of the overall organisation

427K24 The work required in your area of responsibility

427K25 The available resources for undertaking therequired work

427K26 The plan of work for your area of responsibility

427K27 The organisation's written health and safety policystatement and associated information andrequirements

427K28 Your organisation's policy and procedures in termsof personal development

427K29 Organisational standards or level of expectedperformance

427K30 Organisational policies and procedures for dealingwith poor performance

427K31 Organisational grievance and disciplinary policiesand procedures

427K32 Organisational performance appraisal systems

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Centre

Centre Name

Centre Number

Unit Title: CCLD 428 – Ensure health and safety requirements are met inyour area of responsibility


CCLD 428 – Ensure health and safety requirements are met in your area of responsibility












CCLD 428 Ensure health and safety requirements aremet in your area of responsibility


CCLD 428 Ensure health and safety requirements are met in your area of responsibility


This unit is concerned with managing the overall health and safety process in your area ofresponsibility. It is intended to go beyond meeting health and safety legislation and movetowards a situation where health and safety considerations are firmly embedded in theplanning and decision making processes and the 'culture' of your area of responsibility.

The 'area of responsibility' may be, for example, a branch or department or functional areaor and operating site within an organisation.


The unit is recommended for managers and lead/senior practitioners in services andsettings whose main purpose is children's care, learning and development.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in ensuring health andsafety requirements are met in your area of responsibility. These skills are explicit/implicit inthe detailed content of the unit and are listed here as additional information:









• Consulting


• Decision making


• Questioning

• Monitoring


• Leadership

• Communicating

• Reviewing

• Presenting information

• Prioritising

• Reporting

• Planning

CCLD 428 Ensure health and safety requirements are met inyour area of responsibility




1. Identify your personal responsibilities and liabilities underhealth and safety legislation

2. Ensure that the organisation's written health and safetypolicy statement is clearly communicated to all people inyour area of responsibility and other relevant parties

3. Ensure that the health and safety policy statement is putinto practice in your area of responsibility and is subjectto review as situations change and at regular intervalsand the findings passed to the appropriate people forconsideration

4. Ensure regular consultation with people in your area ofresponsibility or their representatives on health andsafety issues

5. Seek and make use of specialist expertise in relation tohealth and safety issues

6. Ensure that a system is in place for identifying hazardsand assessing risks in your area of responsibility andthat prompt and effective action is taken to eliminate orcontrol identified hazards and risks

7. Ensure that systems are in place for effective monitoring,measuring and reporting of health and safetyperformance in your area of responsibility

8. Show continuous improvement in your area ofresponsibility in relation to health and safety performance

9. Make health and safety a priority area in terms ofinforming planning and decision-making in your area ofresponsibility

10. Demonstrate that your own actions reinforce themessages in the organisation's health and safety policystatement

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11. Ensure that sufficient resources are allocated acrossyour area of responsibility to deal with health and safetyissues

12. Develop a culture within your area of responsibility whichputs 'health and safety' first



2. You identify people's information needs







9. You treat individuals with respect and act to uphold theirrights







428K01 Why health and safety in the workplace isimportant

428K02 How and where to identify your personalresponsibilities and liabilities under health andsafety legislation

428K03 How to keep up with legislative and otherdevelopments relating to health and safety

428K04 The requirement for organisations to have awritten health and safety policy statement

428K05 How to communicate the written health and safetypolicy statement to people who work in your areaof responsibility and other relevant parties

428K06 How and when to review the application of thewritten health and safety policy statement in yourarea of responsibility and produce/provide findingsto inform development

428K07 How and when to consult with people in your areaof responsibility or their representatives on healthand safety issues

428K08 Sources of specialist expertise in relation to healthand safety

428K09 Ways of developing a culture in your area ofresponsibility that puts 'health and safety' first

428K10 The type of hazards and risks that may arise inrelation to health and safety: how to establish anduse systems for identifying hazards and assessingrisks and the type of actions that should be takento control or eliminate them

428K11 How to establish systems for monitoring,measuring and reporting on health and safetyperformance in your area of responsibility

428K12 Why and how health and safety should informplanning and decision-making

428K13 The importance of setting a good example toothers in relation to health and safety

428K14 The type of resources required to deal with healthand safety issues

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428K15 Sector specific legislation, regulations, guidelinesand codes of practice relating to health and safety

428K16 Health and safety risks, issues and developmentswhich are particular to the sector


428K17 Other relevant parties with an interest in healthand safety in your area of responsibility

428K18 The organisation's written health and safety policystatement and how it is communicated to peoplewho work for the organisation, people in your areaand to other relevant parties

428K19 Sources of specialist health and safety expertiseused in your area of responsibility

428K20 The operational plans for your area ofresponsibility

428K21 The resources allocated to and across your areaof responsibility for health and safety

428K22 Allocated responsibilities for health and safety inyour area and the organisation in general

428K23 Systems in place in your area of responsibility foridentifying hazards and assessing risks and takingaction

428K24 Systems in place for monitoring, measuring andreporting of health and safety performance in yourarea of responsibility

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Centre

Centre Name

Centre Number

Unit Title: CCLD 429 – Provide learning opportunities for colleagues


CCLD 429 – Provide learning opportunities forcolleagues












CCLD 429 Provide learning opportunities forcolleagues




This unit is about supporting colleagues in identifying their learning needs and helping toprovide opportunities to address these needs.

Encouraging colleagues to take responsibility for their own learning is an aspect of this unitas is your role in providing an 'environment', for example, in your team or area ofresponsibility, in which learning is valued.

For the purposes of this unit, 'colleagues' means those people for whom you have linemanagement responsibility.


The unit is recommended for leaders and managers of settings whose main purpose ischildren's care, learning and development and who have as part of their role responsibilityfor other people and their work.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in providing learningopportunities for colleagues. These skills are explicit/implicit in the detailed content of theunit and are listed here as additional information:








• Coaching


• Mentoring

• Motivating


• Prioritising

• Planning

• Empowering

• Demonstrating

• Reviewing

• Leadership



• Communicating





1. Promote the benefits of learning to colleagues and makesure that their willingness and efforts to learn arerecognised

2. Give colleagues fair, regular and useful feedback on theirwork performance, discussing and agreeing how theycan improve

3. Work with colleagues to identify and prioritise learningneeds based on any gaps between the requirements oftheir work-roles and their current knowledge,understanding and skills

4. Help colleagues to identify the learning style(s) orcombination of styles which works best for them andensure that these are taken into account in identifyingand undertaking learning activities

5. Work with colleagues to identify and obtain informationon a range of possible learning activities to addressidentified learning needs

6. Discuss and agree, with each colleague, a developmentplan which includes learning activities to be undertaken,the learning objectives to be achieved, the requiredresources and timescales

7. Work with colleagues to recognise and make use of un-planned learning opportunities

8. Seek and make use of specialist expertise in relation toidentifying and providing learning for colleagues

9. Support colleagues in undertaking learning activitiesmaking sure any required resources are made availableand making efforts to remove any obstacles to learning

10. Evaluate, in discussion with each colleague, whether thelearning activities they have undertaken have achievedthe desired outcomes and provide positive feedback onthe learning experience

11. Work with colleagues to update their development planin the light of performance, any learning activitiesundertaken and any wider changes

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12. Encourage colleagues to take responsibility for their ownlearning, including practising and reflecting on what theyhave learned





4. You seek to understand individuals' needs, feelings andmotivations and take an active interest in their concerns


6. You recognise the achievements and the success ofothers

7. You inspire others with the excitement of learning

8. You confront performance issues and sort them outdirectly with the people involved

9. You say no to unreasonable requests








429K01 The benefits of learning for individuals andorganisations and how to promote these tocolleagues

429K02 Ways in which you can develop an 'environment'in which learning is valued and willingness andefforts to learn are recognised

429K03 Why it is important to encourage colleagues totake responsibility for their own learning

429K04 How to provide fair, regular and useful feedback tocolleagues on their work performance

429K05 How to identify learning needs based on identifiedgaps between the requirements of colleagues'work-roles and their current knowledge,understanding and skills

429K06 How to prioritise learning needs of colleagues,including taking account of organisational needsand priorities and the personal and careerdevelopment needs of colleagues

429K07 The range of different learning styles and how tosupport colleagues in identifying the particularlearning style(s) or combination of learning styleswhich works best for them

429K08 Different types of learning activities, theiradvantages and disadvantages and the requiredresources (for example, time, fees, substitute staff)

429K09 How/where to identify and obtain information ondifferent learning activities

429K10 Why it is important for colleagues to have a writtendevelopment plan and what it should contain (forexample, identified learning needs, learningactivities to be undertaken and the learningobjectives to be achieved, timescales andrequired resources)

429K11 How to set learning objectives which are SMART(Specific, Measurable, Achievable, Realistic andTime-Bound)

429K12 Sources of specialist expertise in relation toidentifying and providing learning for colleagues

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429K13 What type of support colleagues might need toundertake learning activities, the resourcesneeded and the types of obstacles they may faceand how they can be resolved

429K14 How to evaluate whether a learning activity hasachieved the desired learning objectives

429K15 The importance of regularly reviewing andupdating written development plans in the light ofperformance, any learning activities undertakenand any wider changes

429K16 How to take account of equality legislation, anyrelevant codes of practice and general diversityissues in providing learning opportunities forcolleagues


429K17 Organisational/sector requirements for thedevelopment or maintenance of knowledge, skillsand understanding and professional development

429K18 Learning issues and specific initiatives andarrangements that apply within theorganisation/sector

429K19 Working culture and practices of theorganisation/sector


429K20 Relevant information on the purpose, objectivesand plans of your team or area of responsibility orthe wider organisation

429K21 The work roles of colleagues, including the limitsof their responsibilities and their personal workobjectives

429K22 The current knowledge, understanding and skillsof colleagues

429K23 Identified gaps in the knowledge, understandingand skills of colleagues

429K24 Identified learning needs of colleagues

429K25 Learning style(s) or combinations of stylespreferred by colleagues

429K26 The written development plans of colleagues


429K27 Sources of specialist expertise available in/to yourorganisation in relation to identifying and providinglearning for colleagues

429K28 Learning activities and resources available in/toyour organisation

429K29 Your organisation's policies in relation to equalityand diversity

429K30 Your organisation's policies and procedures inrelation to learning

429K31 Your organisation's performance appraisalsystems

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Centre

Centre Name

Centre Number

Unit Title: CCLD 430 – Manage finance for your area of responsibility


CCLD 430 – Manage finance for your area of responsibility












CCLD 430 Manage finance for your area ofresponsibility




This unit is about managing finance in order to achieve the stated objectives for your area ofresponsibility. It involves developing and agreeing a master budget for your area and usingthis to monitor evaluate and control performance and take action to deal with identifiedvariances.

Delegating responsibility for budgets for clearly defined activities is a key aspect of this unit.

The 'area of responsibility' may be, for example, a branch or department or functional areaor an operating site within an organisation.


The unit is recommended for managers of settings whose main purpose is children's care,learning and development.



Origin of unit


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Skills

Listed below are the main generic 'skills' which need to be applied in managing finance foryour area of responsibility. These skills are explicit/implicit in the detailed content of the unitand are listed here as additional information:









• Communicating

• Decision making

• Questioning

• Consulting

• Monitoring

• Assessing

• Delegating

• Acting assertively


• Negotiating

• Contingency planning


• Problem solving


• Leadership

• Motivating

• Planning

• Prioritising





1. Confirm your financial responsibilities, including the limitsof your authority, with those to whom you report

2. Gather and evaluate available financial information andthe objectives and associated plans for your area andconsult with colleagues to identify priorities, potentialproblems and risks

3. Identify and make use of opportunities to delegateresponsibility for budgets for clearly defined activities tocolleagues in your area, providing them with the requiredongoing support and resources

4. Discuss and, if appropriate, negotiate delegatedbudgets with colleagues and agree provisional budgets

5. Consult on and develop a realistic master budget foryour area and submit it to the relevant people in theorganisation for approval and to assist the overallfinancial planning process

6. Discuss and, if appropriate, negotiate the proposedmaster budget for your area with the relevant people inthe organisation and communicate the final budget tocolleagues in your area

7. Establish systems to monitor and evaluate performanceagainst delegated budgets and the master budget andput contingency plans in place

8. Identify the causes of any significant variances betweenwhat was budgeted for and what actually happened anddiscuss and ensure prompt corrective action is taken,obtaining agreement from the relevant people if required

9. Propose revisions to the master budget, if necessary, inresponse to variances and/or significant or unforeseendevelopments and discuss and agree the revisions withthe relevant people

10. Provide ongoing information on the financialperformance of your area to relevant people in yourorganisation

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11. Advise the relevant people as soon as possible if youhave identified evidence of any potentially fraudulentactivities

12. Encourage colleagues in your area to think about andidentify ways of reducing expenditure and increasingincome, selecting and pursuing those ideas which havepotential for implementation

13. Review the financial performance of your area,particularly in relation to achievement of the statedobjectives, and identify improvements for the future



2. Your are vigilant for potential risks

3. You develop systems to gather and manage informationand knowledge effectively, efficiently and ethically



6. You comply with, and ensure others comply with, legaland regulatory requirements, organisational policies andprofessional codes, principles and values


8. You use communication styles that are appropriate todifferent people and situations

9. You take and implement difficult and/or unnecessarydecisions, if necessary







430K01 The purposes of budgetary systems

430K02 The importance of agreeing financialresponsibilities, including the limits of yourauthority, for your area with those to whom youreport

430K03 Where to get and how to evaluate the availablefinancial information in order to be able to preparea realistic master budget for your area

430K04 The importance of taking account of theobjectives and associated plans of your area indeveloping and operating the master budget

430K05 How to identify opportunities and delegateresponsibility for budgets

430K06 The importance of consulting with colleagues inidentifying priorities, potential problems and risksand generally preparing the budget for your area

430K07 How to discuss, negotiate and confirm budgetswith colleagues in your area and with people whocontrol the finance and the key factors that shouldbe covered

430K08 How to establish systems to monitor and evaluateperformance against budgets

430K09 The importance of contingency plans and the typeof contingencies that may occur

430K10 The main causes of variances and how to identifythem

430K11 What different types of corrective action could betaken to address identified variances

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430K12 The importance of agreeing revisions to thebudget and communicating the changes

430K13 The importance of providing regular information onthe financial performance of your area to relevantpeople and what they might want to know

430K14 Types of fraudulent activities and how to identifythem

430K15 How to encourage colleagues to think about waysof reducing expenditure and increasing income

430K16 How to review the financial performance of yourarea against the stated objectives


430K17 Factors, processes and trends that are likely toaffect financial management in yourindustry/sector

430K18 Legal, regulatory and ethical requirements in thesector


430K19 The scope and nature of your area ofresponsibility including the vision, objectives andoperational plans

430K20 Your financial responsibilities, including the limits ofyour authority

430K21 The people you report to in your organisation

430K22 Financial information available in your organisation

430K23 Activities for which budgets have been delegated

430K24 The budgeting period(s) used in your organisation

430K25 Organisational guidelines and procedures for thepreparation and approval of budgets and formonitoring and reporting of performance againstbudgets and revising budgets

430K26 The agreed master budget for your area, includingdelegated budgets

430K27 Systems established for managing and evaluatingperformance against budgets


430K28 Contingency plans put in place

430K29 What to do and who to contact if suspect fraudhas been committed

430K30 Who needs information on the financialperformance of your area, what information theyneed, when they need it and in what format

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Centre

Centre Name

Centre Number

Unit Title: CCLD 431 – Contribute to the leadership and management ofintegrated childcare provision


CCLD 431.1 – Contribute to the leadership and management of a multi-disciplinary team

CCLD 431.2 – Support integrated approaches to service delivery












CCLD 431 Contribute to the leadership andmanagement of integrated childcareprovision


CCLD 431.1 Contribute to the leadership and management of a multi-disciplinary team



This unit is about contributing to the management of integrated provision. Integratedprovision is where a range of services and environments for children and families isprovided. This does not have to be a physical setting, but could include a range of servicesor resources concerned with children and families.


This unit is for you if you work in a setting or service whose main purpose is to support thecare, learning and development of children in partnership with their families. This unit is foryou if you are a manager or lead/senior practitioner contributing to the leadership and themanagement of integrated provision for children and families.








Communication: Higher Communication: Higher

Working with Others: Higher Working with Others: Higher

Problem Solving: Higher Problem Solving: Higher

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CCLD 431.1 Contribute to the leadership and management of amulti-disciplinary team



1. Value and respect equally, and build on the strengthsand individual specialist skills of the team

2. Motivate and facilitate team members to innovate andtake the initiative

3. Encourage and facilitate others to take on leadershipand management responsibility

4. Facilitate effective communication between members ofthe multi-disciplinary team

5. Ensure team members respect and value thecontributions of others in different disciplines

6. Encourage team members to manage respectful teamrelationships, build networks and find common ground

7. Facilitate the resolution of conflicts in the multi-disciplinary team

8. Set up systems to share information with the team andbetween team members, ensuring appropriateconfidentiality

9. Model and demonstrate positive multi-disciplinarypractice




1. Ensure that approaches to service delivery areintegrated and clearly focused on the needs of children

2. Clarify requirements, roles and responsibilities withcolleagues

3. Modify and adapt approaches to service delivery,according to the needs of children

4. Listen and respond to the views of children and families

5. Allocate human and material resources according to theneeds of the children and families






K4C1102 How to communicate with members of a teamwithin an integrated setting

K4P1103 How to recognise the strengths in the team andcolleagues' individual expertise

K4P1104 How to set SMART objectives (Specific,Measurable, Agreed, Realistic and Time-limited)

K4P1105 How to select and successfully apply differentmethods for motivating, supporting andencouraging people and recognising theirachievements

K4P1106 Different leadership styles

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K4P1107 The benefits of creativity and innovation for theteam and how to foster these

K4M1108 How to set up systems for information exchange

K4P1109 How to manage human and physical resourcesfairly and in line with setting plans


nvq level 4 in children’s care, learning and developmentkey.laserlearning.org/handbooks/ccld nvq...

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