Develop positive relationships with children and young people
This subtopic focuses on building trust and rapport with children and young people in healthcare settings. It covers legal frameworks, effective communication techniques, and strategies to engage young individuals, empowering them to make informed decisions about their care. Applying these skills ensures person-centred support and promotes positive outcomes.
Assessment criteria
Topic Overview
The Highfield Level 3 Diploma in Healthcare Support (RQF) is a comprehensive qualification designed for those working in healthcare support roles, such as healthcare assistants or support workers, in settings like hospitals, nursing homes, or community care. This diploma covers essential knowledge and skills to provide safe, compassionate, and effective care, aligning with the UK's Care Certificate and national standards. It is a mandatory qualification for many healthcare support workers, ensuring they meet regulatory requirements and can deliver person-centred care.
This diploma is structured around core units that address key areas such as communication, health and safety, safeguarding, infection prevention, and supporting individuals with their daily needs. It also includes optional units that allow learners to specialise in areas like dementia care, end-of-life care, or mental health support. By completing this qualification, students demonstrate their competence in providing high-quality care, which is critical for patient safety and wellbeing in the UK healthcare system.
Mastering this diploma is vital for career progression in health and social care. It not only fulfils legal and ethical obligations but also builds confidence in handling complex care situations. The knowledge gained here directly applies to real-world scenarios, from assisting with personal care to recognising signs of abuse or deterioration. This qualification is a stepping stone to further study, such as nursing or social work degrees, and enhances employability in a growing sector.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are treated with dignity and respect.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, or harm, following local policies and the Care Act 2014.
- →Infection prevention and control: Using standard precautions like hand hygiene, PPE, and waste disposal to reduce healthcare-associated infections.
- →Effective communication: Using verbal and non-verbal techniques, active listening, and adapting communication to meet individual needs (e.g., language barriers, sensory impairments).
- →Health and safety: Applying risk assessments, moving and handling techniques, and emergency procedures to maintain a safe environment.
Learning Objectives
What you need to know and understand
- 1. Understand current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand the importance of developing positive relationships with children and young people3. Be able to establish positive relationships with children and young people4. Be able to provide information and advice to children and young people
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating how to apply relevant legislation (e.g., Children Act 1989/2004, UNCRC) in daily interactions to uphold children's rights and dignity.
- Expect evidence of using age-appropriate communication methods, such as active listening, non-verbal cues, and play-based approaches, to build rapport.
- Look for clear examples of involving children and young people in decisions about their care, respecting their evolving capacities and seeking consent.
- Require the candidate to explain how they maintain professional boundaries while still creating a warm, trusting relationship.
- Check for accurate documentation of interactions and safeguarding concerns in line with organisational policies.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always link your answers to specific legislation and national guidelines (e.g., Gillick competence, Fraser guidelines) to demonstrate theoretical underpinning.
- 💡Use reflective accounts or case studies to show practical application of relationship-building skills, highlighting what you did, why, and the impact.
- 💡For assignments, structure your evidence around the 'plan, do, review' cycle to showcase how you continuously improve your practice.
- 💡When discussing information and advice, emphasise the importance of age-appropriateness, accessibility, and checking understanding.
- 💡In observations or professional discussions, be ready to explain how you balanced the child's rights with parental responsibility and safeguarding duties.
- 💡Use specific examples from your workplace to illustrate your answers. For instance, when discussing communication, describe a time you adapted your approach for a patient with hearing loss. This shows application of theory to practice.
- 💡Always link your answers to legislation and policies, such as the Health and Safety at Work Act 1974 or the Mental Capacity Act 2005. Examiners look for evidence that you understand the legal framework behind your actions.
- 💡In written assessments, structure your answers using the 'STAR' method (Situation, Task, Action, Result) for scenario-based questions. This ensures you cover all required elements and demonstrate critical thinking.
Common Mistakes
Common errors to avoid in your coursework
- Treating all children and young people uniformly without adapting communication to their developmental stage or individual needs.
- Neglecting to obtain age-appropriate consent or failing to involve the child in decisions, instead relying solely on parental consent.
- Overstepping professional boundaries, such as becoming overly familiar or sharing personal information, which can undermine the relationship.
- Misinterpreting challenging behaviour as defiance without considering underlying emotional or psychological factors.
- Failing to document interactions or safeguarding disclosures promptly and accurately, leading to lapses in continuity of care.
- Misconception: 'Safeguarding only applies to children.' Correction: Safeguarding applies to all vulnerable adults, including those with mental health conditions, disabilities, or age-related frailty, as per the Care Act 2014.
- Misconception: 'Hand washing is only necessary after contact with bodily fluids.' Correction: Hand hygiene must be performed before and after every patient contact, after removing gloves, and after touching the environment, following the WHO '5 Moments for Hand Hygiene'.
- Misconception: 'Confidentiality means never sharing information.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or as required by law (e.g., safeguarding concerns). Always follow your organisation's information governance policy.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Develop positive relationships 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 good understanding of the Care Certificate standards, as the diploma builds on these fundamental principles.
- •Basic literacy and numeracy skills to complete written assessments and handle medication calculations if applicable.
- •Work experience in a healthcare setting (paid or voluntary) to contextualise learning and apply knowledge practically.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Understand current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand the importance of developing positive relationships with children and young people3. Be able to establish positive relationships with children and young people4. Be able to provide information and advice to children and young people
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