Support the Health, Wellbeing and Care of Babies and Young Children for Early Years Practitioners — Highfield Qualifications End-Point Assessment Childcare & Early Years Revision
This element equips early years practitioners with the knowledge and skills to promote the holistic health and wellbeing of babies and young children. It a
Topic Synopsis
This element equips early years practitioners with the knowledge and skills to promote the holistic health and wellbeing of babies and young children. It addresses the direct link between health, nutrition, physical activity and developmental outcomes, requiring practitioners to apply current guidance, create environments that foster healthy habits, engage parents/carers effectively, and deliver respectful, individualised care routines. Mastery is demonstrated through consistent, reflective practice that supports children’s physical, social and emotional growth.
Key Concepts & Core Principles
- The Early Years Foundation Stage (EYFS) framework: the statutory framework that sets standards for learning, development, and care for children from birth to five years old.
- Child development theories: understanding key theorists such as Piaget (cognitive development), Vygotsky (social learning), and Bowlby (attachment theory) to inform practice.
- Safeguarding and child protection: recognising signs of abuse, following safeguarding policies, and knowing how to report concerns in line with 'Working Together to Safeguard Children'.
- Inclusive practice: ensuring every child, regardless of background or additional needs, has equal access to learning opportunities and feels valued.
- Observation, assessment, and planning: using formative assessment to plan next steps for children's learning, based on their interests and developmental stage.
Exam Tips & Revision Strategies
- Use the EYFS statutory framework as your reference: explicitly explain how your daily practice aligns with the educational programmes, safeguarding and welfare requirements, and the characteristics of effective learning.
- Gather a diverse portfolio of evidence: include annotated photographs of healthy eating displays, records of parent consultations, reflective journals on care routines, and witness testimonies from your supervisor.
- During observation, narrate your intentions: clearly state what you are doing and why, linking actions to theory and guidance (e.g., ‘I’m offering water and milk as recommended by the Eat Better Start Better guidelines’).
- Prepare for professional discussion by anticipating questions on challenging situations, such as supporting a child with a restricted diet due to sensory issues, and be ready to explain your adapted approach.
- Demonstrate accountability: show you can evaluate your own practice, seeking ways to improve how you promote health and wellbeing, and actively use feedback from parents/carers and colleagues.
- Stay updated: reference current publications like Public Health England’s ‘Best start in life’ or the NHS physical activity guidelines to showcase your commitment to evidence-based practice.
Common Misconceptions & Mistakes to Avoid
- Providing generic statements about the importance of health without linking to specific developmental milestones or learning outcomes; for example, saying ‘good health helps learning’ without explaining how.
- Focusing solely on the nutritional content of food while neglecting the social aspects of mealtimes, such as adult interaction, peer modelling, and creating a relaxed atmosphere.
- Overlooking the need to adapt physical activities for children with additional needs, resulting in non-inclusive practice that limits participation.
- Assuming parental engagement means simply sending leaflets or displaying posters, rather than actively discussing, demonstrating, and co-designing healthy lifestyle strategies with families.
- Failing to document or reflect on the individualised care routines they carry out, making it difficult for assessors to verify consistent, respectful practice.
- Confusing ‘physical activity’ with only outdoor play, thereby missing opportunities for indoor movement, sensory play, and dance that also meet guidelines.
Examiner Marking Points
- Award credit when the learner explains, with examples, how specific health conditions (e.g., iron deficiency, obesity) can impair learning and development in areas such as concentration, fine motor skills, or social interaction.
- Expect evidence of planning meals and snacks that adhere to voluntary food and drink guidelines (e.g., Eat Better Start Better) and adapt for allergies, dietary requirements, or cultural preferences.
- Observe the practitioner actively encouraging healthy eating during snack/meal times, using techniques such as role modelling, positive reinforcement, and offering choices without pressure.
- Assess the inclusion of both structured and unstructured physical activities, indoor and outdoor, that promote development of gross motor skills, balance and coordination, in line with the UK Chief Medical Officers’ physical activity guidelines.
- In professional discussion, evaluate how the learner shares key messages on healthy lifestyles with parents/carers, ensuring resources are accessible, non-judgemental, and promote partnership working.
- During care routines (nappy changing, feeding, sleep), check that the learner demonstrates respect for the child’s privacy and autonomy, uses warm and responsive communication, and follows the child’s individual care plan consistently.
- Look for evidence of supporting children’s emotional wellbeing through attachment-focused practices, such as key person roles, consistent boundaries, and enabling environments that promote self-regulation.