What is the difference between infant and child CPR?

Infant CPR (under 1 year) uses two fingers for chest compressions at a depth of 4cm, while child CPR (1 year to puberty) uses one or two hands at a depth of 5cm. Both require 5 initial rescue breaths followed by 30 compressions to 2 breaths. The ratio is the same, but the technique differs due to size.

How do I treat a child who is choking?

For infants under 1 year: give 5 back blows (between shoulder blades) followed by 5 chest thrusts (two fingers on breastbone). For children over 1 year: perform abdominal thrusts (Heimlich maneuver) until the object is dislodged or the child becomes unconscious. Always call 999 if the obstruction is not cleared.

What should I do if a child has a severe allergic reaction?

Recognize signs like swelling of lips/tongue, difficulty breathing, and rash. Use an adrenaline auto-injector (e.g., EpiPen) into the outer thigh, holding for 10 seconds. Call 999 immediately, and if symptoms persist, a second dose can be given after 5 minutes. Lay the child in a comfortable position (sitting if breathing difficulty, lying if dizzy).

How do I put a child in the recovery position?

For a child over 1 year: kneel beside them, place their far arm at a right angle, bring the near arm across the chest, bend the far knee, and roll them onto their side. Tilt the head back to maintain airway. For an infant: hold them in a cradle position with head tilted down to keep airway open. Monitor breathing continuously.

What are the signs of meningitis in a child?

Look for a high fever, stiff neck, dislike of bright lights (photophobia), vomiting, and a rash that does not fade when pressed (glass test). In infants, also check for a bulging fontanelle, high-pitched cry, and lethargy. Meningitis is a medical emergency – call 999 immediately.

Do I need to renew my paediatric first aid certificate every 3 years?

Yes, the CTQ Level 3 Award in Paediatric First Aid is valid for 3 years. To renew, you must complete a full 12-hour course again, as refresher training is not sufficient. This ensures your skills and knowledge remain up-to-date with current guidelines.

How to Revise CTQ Level 3 Award in Paediatric First Aid — Certify Training Qualifications Vocationally-Related Qualification Health & Social Care

1. Understand the role of the paediatric first aider2. Assess a range of paediatric first aid situations in order to provide emergency first aid3. Provide appropriate paediatric first aid for a range of emergency situations and casualties

Examiner Tips for CTQ Level 3 Award in Paediatric First Aid

During practical assessment, verbalise every step—state what you are checking for and why—to demonstrate underpinning knowledge even if the manikin shows no response.
When managing a choking scenario, clearly differentiate between mild and severe obstruction and recount the current Resuscitation Council UK algorithms aloud to gain full marks.
Practice the primary survey as a fluid routine; examiners look for confidence and a calm, methodical approach, not speed. If you miss a step, go back and correct it without panicking.
For the documentation task, pre-learn the PEEP (Position, Evaluation, Event, Plan) format for handover; this will help you structure your written record and verbal briefing concisely.
Practice on manikins to build muscle memory for CPR.
Memorise the differences in first aid for infants vs children.
Stay calm and follow the DRABC (Danger, Response, Airway, Breathing, Circulation) protocol.

Common Mistakes in CTQ Level 3 Award in Paediatric First Aid

Failing to check for danger before approaching the casualty, compromising personal safety.
Confusing the CPR sequence for infants versus children (e.g., using two-finger technique on an older child or incorrect compression depth).
Ineffective back blows and thrusts for choking due to insufficient force or incorrect hand positioning, often stemming from fear of harming the child.
Applying direct pressure with a non-sterile fabric or removing an embedded object from a wound, increasing infection and bleeding risk.
Overlooking the need to call for emergency help early or failing to clearly communicate the casualty's condition when handing over to paramedics.
Using adult CPR ratios for children or infants.

Key Marking Points

Award credit for demonstrating a systematic primary survey (DRABC) on an infant and child manikin, identifying life-threatening conditions.
Award credit for correctly performing infant and child CPR, including rescue breaths and chest compressions at appropriate depths and ratios, with minimal hesitation.

CTQ Level 3 Award in Paediatric First Aid

CERTIFY-TRAINING-QUALIFICATIONS

vocational

This element focuses on the practical application of emergency paediatric first aid, equipping learners to confidently manage a wide range of infant and child medical crises. It covers the immediate assessment of casualties, prioritising life-threatening conditions, and delivering appropriate interventions such as CPR, choking management, and control of severe bleeding. Mastery of this topic ensures the learner can act as a competent first responder in childcare settings, minimising injury severity and potentially saving lives.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Delivering Emergency Paediatric First Aid

Further Knowledge and Skills in Paediatric First Aid

Topic Overview

The CTQ Level 3 Award in Paediatric First Aid is a vocationally-related qualification designed for individuals working with children, such as early years practitioners, childminders, and nursery staff. It covers essential first aid skills specifically tailored to infants and children, including resuscitation, choking, and managing common childhood emergencies. This qualification is crucial for ensuring the safety and well-being of children in care settings, as it equips learners with the knowledge and practical skills to respond effectively in emergency situations.

The course is divided into two units: Emergency Paediatric First Aid and Managing Paediatric Illness, Injury, and Emergencies. Topics include assessing an emergency situation, performing CPR on infants and children, treating wounds and bleeding, managing fractures, and recognizing signs of serious illnesses like meningitis. Mastery of these skills not only meets legal requirements for many childcare roles but also builds confidence in handling real-life emergencies, making it an essential component of Health & Social Care training.

Key Concepts

Core ideas you must understand for this topic

→DRSABCD: The primary survey acronym for Danger, Response, Send for help, Airway, Breathing, CPR, and Defibrillation – the systematic approach to any emergency.
→Paediatric CPR ratios: 5 initial rescue breaths followed by 30 chest compressions to 2 breaths for a single rescuer, with compression depth of 4cm for infants and 5cm for children.
→Choking management: Back blows and chest thrusts for infants (under 1 year) versus abdominal thrusts for children over 1 year.
→Recovery position: Modified for infants (cradle hold) and children (standard recovery position with head tilt to maintain airway).
→Anaphylaxis: Recognition of signs (swelling, breathing difficulty, rash) and use of auto-injector (e.g., EpiPen) in lateral thigh.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a systematic primary survey (DRABC) on an infant and child manikin, identifying life-threatening conditions.
Award credit for correctly performing infant and child CPR, including rescue breaths and chest compressions at appropriate depths and ratios, with minimal hesitation.
Award credit for effectively managing a conscious and unconscious choking infant and child, using back blows and chest/abdominal thrusts as per current guidelines.
Award credit for demonstrating the safe application of direct pressure to control severe bleeding, including the use of a trauma dressing and recognition of hypovolemic shock signs.
Award credit for accurately documenting the incident and casualty condition using an approved record form, emphasising the legal and safeguarding implications.
Recognises signs of common paediatric illnesses and injuries (e.g., meningitis, asthma, burns).
Assesses a paediatric first aid situation correctly, prioritising actions.
Provides appropriate first aid for conditions such as choking, bleeding, and anaphylaxis.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a systematic primary survey (DRABC) on an infant and child manikin, identifying life-threatening conditions.
Award credit for correctly performing infant and child CPR, including rescue breaths and chest compressions at appropriate depths and ratios, with minimal hesitation.
Award credit for effectively managing a conscious and unconscious choking infant and child, using back blows and chest/abdominal thrusts as per current guidelines.
Award credit for demonstrating the safe application of direct pressure to control severe bleeding, including the use of a trauma dressing and recognition of hypovolemic shock signs.
Award credit for accurately documenting the incident and casualty condition using an approved record form, emphasising the legal and safeguarding implications.
Recognises signs of common paediatric illnesses and injuries (e.g., meningitis, asthma, burns).
Assesses a paediatric first aid situation correctly, prioritising actions.
Provides appropriate first aid for conditions such as choking, bleeding, and anaphylaxis.
Demonstrates correct CPR technique for infants and children.

Assessment Guidance

Guidance for achieving higher grades

💡During practical assessment, verbalise every step—state what you are checking for and why—to demonstrate underpinning knowledge even if the manikin shows no response.
💡When managing a choking scenario, clearly differentiate between mild and severe obstruction and recount the current Resuscitation Council UK algorithms aloud to gain full marks.
💡Practice the primary survey as a fluid routine; examiners look for confidence and a calm, methodical approach, not speed. If you miss a step, go back and correct it without panicking.
💡For the documentation task, pre-learn the PEEP (Position, Evaluation, Event, Plan) format for handover; this will help you structure your written record and verbal briefing concisely.
💡Practice on manikins to build muscle memory for CPR.
💡Memorise the differences in first aid for infants vs children.
💡Stay calm and follow the DRABC (Danger, Response, Airway, Breathing, Circulation) protocol.
💡Always start with DRSABCD in any scenario question – examiners look for a systematic approach. Even if the question is about a specific injury, show you have assessed danger and response first.
💡Know the exact ratios and depths for CPR: 5 initial breaths, then 30:2 for single rescuer. For infants, use two fingers for compressions; for children, use one or two hands. Depth: 4cm for infants, 5cm for children.
💡For written answers, use the acronyms (e.g., AVPU for level of consciousness, PEARL for pupils) to demonstrate knowledge of assessment tools. This shows depth of understanding.

Common Mistakes

Common errors to avoid in your coursework

Failing to check for danger before approaching the casualty, compromising personal safety.
Confusing the CPR sequence for infants versus children (e.g., using two-finger technique on an older child or incorrect compression depth).
Ineffective back blows and thrusts for choking due to insufficient force or incorrect hand positioning, often stemming from fear of harming the child.
Applying direct pressure with a non-sterile fabric or removing an embedded object from a wound, increasing infection and bleeding risk.
Overlooking the need to call for emergency help early or failing to clearly communicate the casualty's condition when handing over to paramedics.
Using adult CPR ratios for children or infants.
Failing to call for emergency help when needed.
Not considering the child's developmental stage when assessing.
Misconception: You should tilt a child's head back when they are having a seizure. Correction: Do not restrain or put anything in the mouth; instead, protect the head and time the seizure, calling 999 if it lasts more than 5 minutes.
Misconception: For a nosebleed, tilt the head back. Correction: Lean forward and pinch the soft part of the nose for 10-15 minutes to prevent blood from entering the airway.
Misconception: CPR for children is the same as for adults. Correction: Children require 5 initial rescue breaths before chest compressions, and compression depth is shallower (one-third chest depth).

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of human anatomy, particularly the respiratory and circulatory systems.
•Familiarity with health and safety legislation in childcare settings, such as the Early Years Foundation Stage (EYFS) framework.
•Completion of a basic first aid awareness course is helpful but not mandatory.

Key Terminology

Essential terms to know

1. Understand the role of the paediatric first aider2. Assess a range of paediatric first aid situations in order to provide emergency first aid3. Provide appropriate paediatric first aid for a range of emergency situations and casualties
1. Know how to recognise the presence of illness and injury2. Assess a range of paediatric first aid situations in order to provide first aid3. Provide appropriate first aid in a range of situations, for casualties with differing conditions

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CTQ Level 3 Award in Paediatric First Aid

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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