Develop interviewing skills for work with children and young people
This subtopic equips learners with the essential skills to plan, conduct, and follow up on interviews with children and young people in a care or support context. It emphasises creating a safe, child-centred environment, using age-appropriate communication techniques, and adhering to safeguarding and confidentiality protocols. Mastery of these skills ensures that interviews yield accurate information while protecting the welfare of the child.
Assessment criteria
Topic Overview
The IAO Level 3 Diploma for the Children and Young People's Workforce is a comprehensive qualification designed for those working or aspiring to work in early years settings, such as nurseries, preschools, and childminding environments. It covers the knowledge and skills needed to support children's development from birth to 19 years, with a focus on the Early Years Foundation Stage (EYFS) framework. This diploma is essential for achieving 'full and relevant' status under the EYFS, enabling you to count in adult-to-child ratios and take on leadership roles.
This qualification integrates theoretical understanding with practical application, covering areas like child development, safeguarding, health and safety, and partnership working. You will learn how to plan and deliver activities that promote holistic development, observe and assess children's progress, and support children with additional needs. The diploma also emphasises reflective practice, helping you continuously improve your professional skills. Mastery of this content is crucial for providing high-quality care and education, ensuring positive outcomes for children and families.
Key Concepts
Core ideas you must understand for this topic
- →The Early Years Foundation Stage (EYFS) framework: statutory standards for learning, development, and care from birth to age 5, including the seven areas of learning and development.
- →Safeguarding and child protection: understanding signs of abuse, following policies and procedures, and knowing how to respond to concerns (e.g., using the 'TED' approach: Tell, Explain, Describe).
- →Observation, assessment, and planning: using methods like written observations, photographs, and the 'Planning in the Moment' approach to track children's progress and inform next steps.
- →Partnership working with parents, carers, and other professionals (e.g., health visitors, speech therapists) to support children's holistic development and address individual needs.
- →Equality, diversity, and inclusion: promoting anti-discriminatory practice, adapting activities for children with special educational needs and disabilities (SEND), and respecting cultural differences.
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 thorough planning process that includes setting clear objectives, selecting a suitable environment, and considering the child's individual needs and communication preferences.
- When conducting the interview, look for evidence of building rapport, using open-ended questions appropriately, actively listening, and adapting communication style to the child's developmental stage.
- In follow-up procedures, credit accurate and objective record-keeping, timely sharing of information with relevant parties while maintaining confidentiality, and reflection on own practice to identify areas for improvement.
Assessment Guidance
Guidance for achieving higher grades
- 💡For your portfolio, include a detailed plan for an interview you conducted or simulated, showing how you tailored it to the child's age and circumstances. Annotate your plan with rationale.
- 💡During observed interviews, remember to clearly state the purpose and confidentiality limits at the start, and check understanding with the child.
- 💡In your reflective account for follow-up, demonstrate critical analysis by linking your actions to best practice frameworks and identifying specific learning points.
- 💡When answering questions about the EYFS, always link your answers to the specific areas of learning and development (e.g., 'This activity supports Physical Development by...'). Use the correct terminology from the framework to show depth of knowledge.
- 💡In assessment tasks, provide specific examples from your practice. For instance, instead of saying 'I observe children,' describe a time you used a 'learning story' to capture a child's progress and how you shared it with parents. This demonstrates reflective practice.
- 💡For safeguarding questions, remember to mention the importance of following your setting's policies and procedures, and always refer to the 'Prevent' duty and 'Working Together to Safeguard Children' guidance. Show that you understand the legal context.
Common Mistakes
Common errors to avoid in your coursework
- Failing to adequately prepare by not reviewing the child's background information or previous records, leading to uninformed questioning.
- Using leading or closed questions that limit the child's responses, rather than open-ended questions that encourage disclosure.
- Neglecting to obtain consent from the child and/or guardian before the interview, which breaches ethical and legal requirements.
- In follow-up, producing subjective or judgmental notes instead of factual, evidence-based records.
- Misconception: 'The EYFS is just a tick-box exercise.' Correction: The EYFS is a framework that guides practice, but effective implementation requires meaningful interactions, not just completing paperwork. Focus on how you use the principles to enhance children's learning.
- Misconception: 'Observation is only about writing down what children do.' Correction: Observation involves analysing and interpreting what you see to understand children's interests, development, and needs. It should directly inform your planning and interactions.
- Misconception: 'Safeguarding is only about reporting abuse.' Correction: Safeguarding also includes promoting children's welfare, preventing harm, and creating a safe environment. This involves risk assessments, safe recruitment, and teaching children about safety.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for INNOVATE AWARDING Develop interviewing skills for work with children and young people
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •A basic understanding of child development stages (e.g., from GCSE Child Development or personal experience) is helpful before starting this diploma.
- •Familiarity with the UK education system, particularly the Early Years Foundation Stage (EYFS), will give you a head start.
- •Some work experience in a childcare setting (voluntary or paid) is recommended to contextualise the theory you will learn.
Coursework AI Review
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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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