Support children and young people to make positive changes in their lives — Innovate Awarding End-Point Assessment Childcare & Early Years Revision
This element focuses on equipping learners with the skills to enable children and young people to identify areas for growth and implement sustainable posit
Topic Synopsis
This element focuses on equipping learners with the skills to enable children and young people to identify areas for growth and implement sustainable positive changes. It covers person-centred planning, motivational techniques, and the use of evidence-based interventions tailored to developmental stages. In practice, this underpins effective key working and support planning within residential, educational, or community settings.
Key Concepts & Core Principles
- Child Development: Understanding the sequence and rate of development from birth to 19 years, including physical, cognitive, communication, social, emotional, and behavioral milestones.
- Safeguarding and Welfare: Knowledge of legislation (e.g., Children Act 2004, Working Together to Safeguard Children) and procedures to protect children from harm, including recognizing signs of abuse and responding appropriately.
- Equality, Diversity, and Inclusion: Applying inclusive practices that respect and value individual differences, ensuring all children have equal access to opportunities and support.
- Partnership Working: Collaborating with parents, carers, and other professionals (e.g., health visitors, social workers) to meet children's needs and share information effectively.
- Promoting Positive Outcomes: Using the EYFS framework to plan activities that support learning and development, and using observation, assessment, and planning cycles to track progress.
Exam Tips & Revision Strategies
- For graded observations or professional discussions, always reference specific communication models (e.g., active listening, motivational interviewing) you used to encourage ownership of change.
- In written assignments, link your practice clearly to key legislation and frameworks such as the Children Act 1989/2004 and the SEND Code of Practice, showing statutory awareness.
- When evidencing review processes, include examples of how you used reflective feedback from the child/young person to adapt your approach, demonstrating a cyclical support model.
- In assessments, always link your practice to recognised theories (e.g., Prochaska and DiClemente’s cycle of change) to demonstrate underpinning knowledge.
- When compiling a portfolio, include annotated session records, reflective accounts, and witness testimonies that clearly show how you supported a young person to lead their own change process.
- Prepare to discuss how you managed a situation where progress stalled, demonstrating your ability to review and revise the support plan.
Common Misconceptions & Mistakes to Avoid
- Assuming that the practitioner’s perspective on needed changes is more valid than the child’s own views, leading to imposed rather than negotiated goals.
- Focusing on negative behaviours without identifying underlying causes or strengths, resulting in demotivating support plans.
- Failing to involve multi-agency partners or family members appropriately, which can undermine the consistency and effectiveness of support.
- Learners often impose their own values and solutions rather than facilitating the child’s or young person’s self-directed change.
- A common error is setting vague or overly ambitious goals without considering the young person’s current readiness to change.
- Many learners neglect to document the review stage adequately, missing crucial evidence of reflection and adaptation.
Examiner Marking Points
- Award credit for demonstrating the ability to engage children and young people in identifying their own strengths and areas for change using age-appropriate communication methods.
- Credit should be given for evidence of collaboratively setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals that reflect the child’s or young person's aspirations.
- Assessors must see evidence of reviewing the support provided, including evaluating outcomes, adapting approaches, and documenting the impact on the child’s or young person's wellbeing.
- Award credit for demonstrating active listening and open questioning techniques to help the child or young person articulate their own reasons for change.
- Look for evidence that the learner uses a structured goal-setting framework (e.g., SMART goals) agreed in partnership with the child or young person.
- Require observation of the learner facilitating a plan of action that identifies realistic steps, resources, and potential barriers.
- Check that the learner documents a review process which evaluates the effectiveness of support and adapts strategies in response to feedback and outcomes.