What is the difference between the QCF and RQF versions of this diploma?

The QCF (Qualifications and Credit Framework) was replaced by the RQF (Regulated Qualifications Framework) in 2015. The QCF version had credits and units that could be combined flexibly, while the RQF version streamlined this into a simpler structure. The content is largely similar, but the RQF version aligns more closely with current EYFS requirements. If you're studying the QCF version, focus on the core principles as they remain applicable.

How do I pass the observation and assessment unit?

To pass this unit, you need to demonstrate competence in using observation methods like time sampling, event sampling, and learning stories. Practice observing children in your placement and writing objective, non-judgmental notes. Link your observations to developmental milestones and EYFS areas of learning. Your assessor will look for evidence of planning next steps based on your observations, so always include a 'what next' section.

What safeguarding training do I need for this diploma?

You must complete safeguarding training that covers recognising signs of abuse (physical, emotional, sexual, neglect), understanding your setting's safeguarding policy, and knowing how to report concerns. This is often provided by your employer or college. You'll also need to know key legislation like the Children Act 2004 and Working Together to Safeguard Children. Your assessor will check your knowledge through written assignments and professional discussion.

Can I work in a school with this diploma?

Yes, this diploma qualifies you to work as a teaching assistant, early years educator, or support worker in schools, especially in early years settings (nursery and Reception). However, for roles in key stage 1 or 2, you may need additional qualifications like a Level 3 Teaching Assistant diploma. Check specific job requirements, as some schools prefer the Level 3 Diploma for the Early Years Workforce (EYE).

How do I support a child with English as an additional language (EAL)?

Supporting a child with EAL involves creating an inclusive environment where their home language is valued. Use visual aids, gestures, and simple language. Encourage peer support and provide opportunities for the child to use their home language. Work with parents to learn key words in the child's language. The EYFS emphasises that children learning EAL should be assessed in their home language as well as English.

What is the role of a key person in early years settings?

The key person is a named practitioner responsible for building a close, trusting relationship with a small group of children and their families. They observe and assess each child's development, plan activities tailored to their interests, and act as the main point of contact for parents. This role is crucial for supporting attachment and ensuring continuity of care, as outlined in the EYFS.

Assessment and planning with children and young people

AABPS (WITHDRAWN 21 JULY 2014)

vocational

This unit develops the skills to embed a child-centred ethos in assessment and planning, ensuring that children and young people’s views, preferences, and emerging needs shape every stage of the process. It covers how to facilitate their active participation, enabling them to contribute to their own plans and take ownership of positive outcomes. The element also equips learners to collaboratively implement, monitor, and adapt these plans through regular review, promoting meaningful progression and well-being.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

AABPS Level 3 Diploma for the Children and Young People's Workforce (QCF)

Topic Overview

The AABPS Level 3 Diploma for the Children and Young People's Workforce (QCF) is a comprehensive qualification designed for those working or aspiring to work with children and young people in settings such as nurseries, schools, and residential care. This diploma covers essential knowledge and skills for supporting children's development, safeguarding, and promoting positive outcomes. It aligns with the Early Years Foundation Stage (EYFS) framework and the Common Core of Skills and Knowledge for the Children's Workforce, ensuring learners are equipped to meet the needs of children from birth to 19 years.

The qualification is structured around mandatory units that include understanding child development from conception to adolescence, promoting equality and inclusion, and implementing safeguarding procedures. Optional units allow specialisation in areas like supporting children with disabilities or working with young people. This diploma is crucial for those seeking roles such as early years educator, childminder, or residential care worker, as it provides the theoretical foundation and practical competencies required by employers and regulatory bodies like Ofsted.

Although the QCF version was withdrawn in 2014, its content remains relevant as it underpins current qualifications like the Level 3 Diploma for the Early Years Workforce. Students studying this diploma must grasp key theories (e.g., Piaget, Vygotsky, Bowlby), legal frameworks (e.g., Children Act 2004, EYFS), and professional practices (e.g., observation, assessment, partnership working). Mastery of these areas ensures learners can effectively support children's learning, development, and well-being in diverse settings.

Key Concepts

Core ideas you must understand for this topic

→Child Development: Understanding physical, cognitive, language, social, and emotional development from birth to 19 years, including key milestones and theories (e.g., Piaget's stages, Vygotsky's zone of proximal development).
→Safeguarding and Child Protection: Knowledge of legislation (e.g., Children Act 2004, Working Together to Safeguard Children), recognising signs of abuse, and following procedures for reporting concerns.
→Equality, Diversity, and Inclusion: Promoting inclusive practice by valuing each child's unique background, adapting activities to meet individual needs, and challenging discrimination.
→Partnership Working: Collaborating with parents, carers, and other professionals (e.g., health visitors, social workers) to support children's holistic development and share information appropriately.
→Observation, Assessment, and Planning: Using systematic observation methods (e.g., time sampling, event sampling) to assess children's progress and plan next steps in learning, aligned with the EYFS.

Learning Objectives

What you need to know and understand

Understand how to place children and young people at the centre of assessment and planning, Be able to participate in assessment and planning for children and young people towards the achievement of positive outcomes, Be able to work with children and young people to implement the plan for the achievement of positive outcomes, Be able to work with children and young people to review and update plans

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a clear rationale for how the child or young person was placed at the centre, with specific examples of their direct involvement in the assessment process.
Evidence must show proactive strategies used to engage the child or young person in planning, such as using accessible communication methods or involving advocacy, and linking these to intended positive outcomes.
When implementing plans, assessors should look for concrete actions taken in partnership with the child or young person, including adapting activities or routines based on their feedback and changing circumstances.
During review, credit should be given for records that show the child or young person’s evolving goals were discussed, celebrated, and renegotiated, leading to meaningful plan updates that reflect their current priorities.

Assessment Guidance

Guidance for achieving higher grades

💡For coursework evidence, use direct quotes from children, young people, or their preferred communication methods to explicitly show their influence on assessment and planning decisions.
💡When reflecting on practice, always link actions to the relevant rights-based frameworks (e.g., UNCRC) or key principles from the EYFS or SEND Code of Practice to demonstrate underpinning knowledge.
💡In observed practice, capture ‘in-the-moment’ planning that shows you responding to spontaneous cues from the child, as this powerfully illustrates child-centred implementation.
💡For review evidence, include annotated plans showing how outcomes were revised based on joint evaluation with the child, clearly noting the child’s satisfaction and future wishes.
💡Use specific examples from your placement or work experience to illustrate theoretical concepts. For instance, when discussing attachment theory, describe how you observed a child's secure base behaviour and how you supported it.
💡Always link your answers to relevant legislation, frameworks, or policies (e.g., EYFS, Children Act 2004). This demonstrates your understanding of the professional context and shows you can apply theory to practice.
💡When answering questions about child development, avoid vague statements like 'children develop at different rates.' Instead, cite specific milestones (e.g., 'by 12 months, most babies can stand holding onto furniture') and explain how you would support that stage.

Common Mistakes

Common errors to avoid in your coursework

Assuming a child is too young or unable to participate meaningfully in assessment, leading to plans driven solely by adult observations rather than co-construction.
Focusing on deficits or problems rather than strengths and aspirations, which undermines the child-centred approach and fails to build on the child’s own capabilities.
Treating the plan as a static document, with short-term goals that are not regularly reviewed or adapted in light of the child or young person’s changing needs and achievements.
Confusing participation with consent – merely informing the child about a pre-made plan rather than genuinely involving them in decision-making at their level of understanding.
Misconception: Child development is purely biological and follows a fixed timetable. Correction: While there are typical milestones, development is influenced by environment, relationships, and culture. Practitioners must consider individual differences and avoid comparing children rigidly.
Misconception: Safeguarding is only about protecting children from physical abuse. Correction: Safeguarding encompasses emotional abuse, neglect, and online safety. It also involves promoting children's welfare and preventing impairment of health or development.
Misconception: Inclusive practice means treating all children the same. Correction: Inclusion requires adapting approaches to meet diverse needs, such as providing visual aids for a child with autism or using sign language for a deaf child. Equality of opportunity does not mean identical treatment.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development theories (e.g., Piaget, Vygotsky) from introductory childcare courses.
•Familiarity with the Early Years Foundation Stage (EYFS) framework, including its principles and areas of learning.
•Experience working or volunteering with children in a supervised setting, such as a nursery or school, to provide practical context.

Key Terminology

Essential terms to know

Understand how to place children and young people at the centre of assessment and planning, Be able to participate in assessment and planning for children and young people towards the achievement of positive outcomes, Be able to work with children and young people to implement the plan for the achievement of positive outcomes, Be able to work with children and young people to review and update plans

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Assessment and planning with children and young people

Assessment criteria

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