Develop interviewing skills for work with children and young people — Highfield Qualifications End-Point Assessment Childcare & Early Years Revision

    This element focuses on developing the skills required to plan, conduct, and follow up on interviews with children and young people in a care or educationa

    Topic Synopsis

    This element focuses on developing the skills required to plan, conduct, and follow up on interviews with children and young people in a care or educational setting. It emphasises creating a child-centred, ethical approach that respects the child's developmental stage, ensures their well-being, and gathers accurate information to support holistic assessment and intervention.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Develop interviewing skills for work with children and young people

    HIGHFIELD QUALIFICATIONS
    vocational

    This element focuses on developing the skills required to plan, conduct, and follow up on interviews with children and young people in a care or educational setting. It emphasises creating a child-centred, ethical approach that respects the child's developmental stage, ensures their well-being, and gathers accurate information to support holistic assessment and intervention.

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    Learning Outcomes
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    Assessment Guidance
    8
    Key Skills
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    Key Terms
    7
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The HABC Level 3 Diploma for the Children and Young People's Workforce (QCF) is a comprehensive qualification designed for those working directly with children and young people in settings such as nurseries, schools, and children's centres. It covers essential knowledge and skills for supporting children's development from birth to 19 years, including safeguarding, communication, and promoting positive outcomes. This diploma is a key stepping stone for roles like early years educator, teaching assistant, or childcare practitioner, and it aligns with the Early Years Foundation Stage (EYFS) framework.

    The qualification is structured around core units that address child development theories, professional practice, and legal requirements. Students explore how children learn through play, the importance of attachment, and strategies for inclusive practice. The diploma also emphasises reflective practice, enabling learners to evaluate their own work and improve outcomes for children. By completing this qualification, students gain a recognised credential that meets the requirements of the Children and Young People's Workforce in England, preparing them for further study or direct employment in the sector.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding legal duties, recognising signs of abuse, and following procedures to protect children from harm.
    • →Child development theories: Applying frameworks like Piaget (cognitive development), Vygotsky (social learning), and Bowlby (attachment) to support individual learning needs.
    • →Promoting equality and inclusion: Implementing anti-discriminatory practice and adapting activities to meet diverse needs, including those with special educational needs and disabilities (SEND).
    • →Effective communication: Using verbal and non-verbal techniques to build positive relationships with children, families, and colleagues, including active listening and open-ended questioning.
    • →Reflective practice: Using models like Gibbs or Kolb to evaluate your own practice, identify areas for improvement, and plan professional development.

    Learning Objectives

    What you need to know and understand

    • Understand the process of preparing for and planning the interviews, Be able to conduct the interview with individual children or young people, Be able to implement interview follow up procedures

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear rationale for the interview purpose, linked to the child’s individual plan or identified need.
    • Award credit for evidencing appropriate selection and adaptation of communication methods based on the child’s age, developmental stage, and any additional needs.
    • Award credit for ensuring the interview environment is safe, private, and free from distractions, with consideration of the child’s comfort and emotional state.
    • Award credit for obtaining informed consent from the child (and parental/carer consent where appropriate) and explaining the limits of confidentiality in an age-appropriate manner.
    • Award credit for using open-ended questions, active listening, and prompts to encourage the child to share their views without leading or pressuring them.
    • Award credit for accurately recording the interview content using contemporaneous notes or agreed formats, and for securely storing information in line with data protection and setting policies.
    • Award credit for implementing follow-up actions as agreed, including sharing outcomes with relevant parties (with the child’s consent) and evaluating the effectiveness of the interview process.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Thoroughly review your setting’s policies on consent, confidentiality, and recording information before planning any interview.
    • 💡Practice using a variety of communication methods (e.g., visual aids, simple language, play-based approaches) and reflect on what works best for different ages and needs.
    • 💡During observed practice, clearly verbalise your rationale for environmental choices and questioning techniques to demonstrate underpinning knowledge.
    • 💡Always summarise and check understanding with the child at key points to show verification and child-centred practice.
    • 💡Revisit the interview plan afterwards to evaluate what went well and what you would change, as reflective practice is often assessed in professional discussions or written accounts.
    • 💡Use specific examples from your own practice to illustrate how you apply theories and legislation. For instance, when discussing attachment, describe how you support a child during transitions using a key person approach.
    • 💡Always link your answers to relevant frameworks, such as the EYFS or Working Together to Safeguard Children. This shows you understand the regulatory context and can apply it to real situations.
    • 💡In reflective accounts, demonstrate a clear cycle of reflection: describe what happened, analyse why, evaluate outcomes, and explain how you will change your practice. Avoid simply describing events without analysis.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to prepare an appropriate environment, leading to distractions or the child feeling intimidated or unsafe.
    • Asking leading or closed questions that limit the child’s responses and may bias the information gathered.
    • Overlooking the need to adapt communication for children with speech, language, or communication difficulties, including those who use alternative communication aids.
    • Not clarifying confidentiality boundaries, which can lead to the child disclosing sensitive information without understanding the consequences.
    • Neglecting to obtain valid consent or assuming consent without checking the child’s willingness to participate.
    • Recording interviews from memory rather than making contemporaneous notes, leading to inaccuracies or omissions.
    • Ignoring the child’s non-verbal cues or emotional state, which can cause distress or shut down communication.
    • Failing to follow up on agreed actions or feedback, undermining trust and the purpose of the interview.
    • Misconception: Safeguarding only involves protecting children from physical abuse. Correction: Safeguarding covers all forms of harm, including neglect, emotional abuse, and online risks, as well as promoting children's overall well-being.
    • Misconception: Child development milestones are rigid and must be met at exact ages. Correction: Milestones are guidelines; children develop at different rates. Practitioners should focus on individual progress and provide support where needed.
    • Misconception: Inclusive practice means treating all children the same. Correction: Inclusion involves recognising and valuing differences, adapting approaches to ensure every child can participate fully, which may require differentiated activities or resources.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of child development from birth to 5 years, as covered in Level 2 qualifications or introductory courses.
    • •Familiarity with the Early Years Foundation Stage (EYFS) framework, including its principles and statutory requirements.
    • •Experience working or volunteering in a childcare setting, as the diploma requires practical application of knowledge.

    Key Terminology

    Essential terms to know

    • Understand the process of preparing for and planning the interviews, Be able to conduct the interview with individual children or young people, Be able to implement interview follow up procedures

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