Support young people who are looked after or are leaving care — AABPS (Withdrawn 21 July 2014) QCF Childcare & Early Years Revision

    This element explores the complex challenges faced by young people in care or transitioning from care, including attachment, stability, and identity issues

    Topic Synopsis

    This element explores the complex challenges faced by young people in care or transitioning from care, including attachment, stability, and identity issues. It equips learners with strategies to provide effective support, promote resilience, and navigate the legal frameworks like the Children Act 1989 and the Care Leavers (England) Regulations 2010, ensuring positive outcomes.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support young people who are looked after or are leaving care

    AABPS (WITHDRAWN 21 JULY 2014)
    vocational

    This element explores the complex challenges faced by young people in care or transitioning from care, including attachment, stability, and identity issues. It equips learners with strategies to provide effective support, promote resilience, and navigate the legal frameworks like the Children Act 1989 and the Care Leavers (England) Regulations 2010, ensuring positive outcomes.

    1
    Learning Outcomes
    2
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    3
    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 a variety of settings, including early years, social care, and education. This diploma covers essential knowledge and skills for supporting the development, learning, and well-being of children from birth to 19 years. It emphasises a holistic approach, integrating theoretical frameworks with practical application to ensure students can effectively promote positive outcomes for children and young people.

    This qualification is structured around core units that address key areas such as child development, safeguarding, communication, and partnership working. Students explore how children learn and develop, the importance of play and creative activities, and the legal and regulatory frameworks that underpin practice. The diploma also focuses on developing professional skills, including reflective practice, team working, and effective communication with children, families, and other professionals. By completing this diploma, students gain the competence and confidence to work in roles such as early years educator, teaching assistant, or residential childcare worker.

    The AABPS Level 3 Diploma is particularly relevant for those seeking to meet the requirements of the Early Years Educator (EYE) criteria or to progress to higher education in early childhood studies or related fields. It aligns with the UK's national standards for the children and young people's workforce, ensuring that students are well-prepared to contribute to the quality of care and education in their settings. The qualification also emphasises the importance of inclusive practice, equality, and diversity, preparing students to work effectively with children from all backgrounds and with varying needs.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child Development: Understanding the physical, intellectual, emotional, and social development from birth to 19 years, including key theories such as Piaget, Vygotsky, and Bowlby.
    • →Safeguarding and Child Protection: Knowledge of legislation (e.g., Children Act 2004), recognising signs of abuse, and following procedures to protect children and young people.
    • →Partnership Working: Collaborating with parents, carers, and other professionals to support children's learning and well-being, including effective communication and information sharing.
    • →Play and Learning: The role of play in development, planning age-appropriate activities, and creating enabling environments that promote exploration and creativity.
    • →Professional Practice: Reflective practice, maintaining confidentiality, adhering to policies and procedures, and promoting equality, diversity, and inclusion.

    Learning Objectives

    What you need to know and understand

    • Understand the issues affecting young people who are looked after or leaving care, Understand how to support young people who are looked after or leaving care, Know about the statutory and legal frameworks in relation to young people who are looked after or leaving care

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear understanding of the impact of placement instability on a young person’s emotional and educational development.
    • Credit should be given for explaining how consistent and trusting relationships with key workers can mitigate the effects of early trauma.
    • Evidence of knowledge regarding the statutory duties of local authorities, such as the requirement to provide a personal adviser and pathway plan for care leavers up to age 25.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always link theoretical knowledge (e.g., attachment theory) to practical strategies when answering questions on support interventions.
    • 💡Familiarise yourself with key legislation by name and specific provisions, as direct references strengthen written assignments and professional discussions.
    • 💡Use specific examples from your own practice or case studies to illustrate your understanding of theories and concepts. This demonstrates application of knowledge, which is key to achieving higher marks.
    • 💡Always link your answers to relevant legislation, policies, or frameworks (e.g., EYFS, Every Child Matters). This shows you understand the regulatory context and can apply it to real-world scenarios.
    • 💡When discussing safeguarding, be precise about the steps you would take, including who to report to and how to document concerns. Avoid vague statements like 'tell someone' – be specific.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming all looked-after children display challenging behaviour without recognising the underlying trauma and attachment needs.
    • Overlooking the importance of promoting participation and choice-making in care planning, leading to disempowerment.
    • Confusing the roles of different professionals, such as social workers and personal advisers, under the statutory framework.
    • Misconception: 'Child development is the same for all children.' Correction: Development is unique to each child and influenced by factors such as genetics, environment, and culture. Practitioners must avoid making assumptions and instead observe and respond to individual needs.
    • Misconception: 'Safeguarding is only about protecting children from abuse.' Correction: Safeguarding also includes promoting children's welfare, preventing harm, and ensuring they have access to safe environments and positive relationships.
    • Misconception: 'Partnership working means parents should do what professionals say.' Correction: Effective partnership working involves mutual respect, shared decision-making, and recognising parents as experts on their own children.

    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) is helpful but not essential, as these are covered in the diploma.
    • •Experience working or volunteering with children or young people can provide valuable context for the practical aspects of the qualification.
    • •Familiarity with key legislation such as the Children Act 1989/2004 and the Early Years Foundation Stage (EYFS) framework is beneficial but will be taught as part of the course.

    Key Terminology

    Essential terms to know

    • Understand the issues affecting young people who are looked after or leaving care, Understand how to support young people who are looked after or leaving care, Know about the statutory and legal frameworks in relation to young people who are looked after or leaving care

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in AABPS (WITHDRAWN 21 JULY 2014) vocational Childcare & Early Years

    E2E stub concept

    View Topic

    Assessment and planning with children and young people

    View Topic

    Care for the physical and nutritional needs of babies and young children.

    View Topic

    Caseload management

    View Topic