Enable children and young people to understand their health and wellbeing
This subtopic focuses on equipping healthcare support workers with the skills to empower children and young people to understand their own health and wellbeing, integrating legislative frameworks, national guidelines, and person-centred approaches. It addresses the practical application of building positive relationships, developing collaborative care plans, and promoting autonomy while respecting safeguarding obligations and the child's developmental stage.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The Highfield Level 3 Diploma in Healthcare Support (RQF) is a vocational qualification for senior healthcare assistants, covering clinical skills, person-centred care, and legal/ethical frameworks. It equips learners to support registered practitioners in diverse settings, with assessment via written assignments, observations, and professional discussion.
Topic Overview
The Highfield Level 3 Diploma in Healthcare Support (RQF) is designed for senior healthcare assistants and support workers in a range of settings, including hospitals, community care, and residential homes. It builds on fundamental care skills and introduces more complex responsibilities such as clinical observations, medication support, and leading on person-centred care plans. The qualification is regulated by Ofqual and is widely recognised by employers as evidence of competence and readiness for higher-level roles.
This diploma covers core topics such as communication, duty of care, equality and diversity, safeguarding, and health and safety, alongside optional units that allow specialisation in areas like dementia care, learning disabilities, or acute care. Assessment typically involves a portfolio of evidence, observed practice, and written assignments, so learners must demonstrate both theoretical knowledge and practical application. The course is essential for those seeking career progression in healthcare, as it aligns with the Care Certificate and the NHS Knowledge and Skills Framework.
In the wider context of Health & Social Care, this qualification sits at Level 3, equivalent to A-levels, and provides a pathway to nursing associate roles, assistant practitioner positions, or further study at Level 4/5. It emphasises the importance of reflective practice, multi-disciplinary teamwork, and the legal and ethical frameworks that underpin safe, compassionate care. Mastery of these concepts is critical for delivering high-quality support and for meeting the regulatory standards set by the Care Quality Commission (CQC).
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: tailoring support to the individual's preferences, needs, and values, and involving them in decisions.
- →Duty of care: a legal obligation to act in the best interest of others and not cause harm, balancing this with the individual's right to take risks.
- →Safeguarding: protecting vulnerable individuals from abuse, neglect, and harm, following local policies and the Care Act 2014.
- →Effective communication: using verbal and non-verbal techniques, active listening, and appropriate aids to ensure understanding.
- →Clinical observations: measuring and recording vital signs (e.g., blood pressure, pulse, respiration, temperature) and recognising deviations from normal.
Learning Objectives
What you need to know and understand
- 1. Understand current legislation, national guidelines, policies and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand factors which impact upon enabling children and young people to understand their health and wellbeing3. Be able to establish positive relationships with children, young people and relevant others to enable children and young people to understand their health and wellbeing4. Be able to develop a care plan in partnership with the child or young person to help them to achieve an understanding of the nature of their needs and preferences
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating comprehensive knowledge of the Children Act 1989 and 2004, and how these statutes inform the duty to support children's understanding of health.
- Credit given for practical, documented evidence of care plan development that actively incorporates the child's voice, preferences, and specific health needs in a format accessible to them.
- Marks awarded for showing how positive relationships were established using age-appropriate communication techniques, trust-building, and consistent emotional support.
- Credit for demonstrating an understanding of factors impacting health literacy, such as learning disabilities, cultural background, or family dynamics, and tailoring approaches accordingly.
Assessment Guidance
Guidance for achieving higher grades
- 💡For portfolio evidence, explicitly reference specific legislation (e.g., Health and Social Care Act 2008) and link it directly to actions taken to enable health understanding.
- 💡Use reflective accounts to demonstrate critical thinking: show how you adapted communication for a child with a learning disability or sensory impairment.
- 💡In assignments, always illustrate how care plans were co-produced, including direct quotes or observations that evidence the child's engagement and preferences.
- 💡Link your practice to the 6 Cs of care, especially 'Communication' and 'Competence', to demonstrate professional values and enhance assessment outcomes.
- 💡Always use the correct terminology from the Highfield specification, such as 'duty of care', 'consent', and 'deprivation of liberty safeguards' – this shows the examiner you have studied the curriculum.
- 💡When answering case-study questions, link your answer to the specific scenario rather than giving generic responses. For example, if a patient has dementia, mention how you would adapt communication.
- 💡For 'explain' or 'evaluate' questions, use a structured approach: define the concept, give an example, and then discuss implications or alternatives.
Common Mistakes
Common errors to avoid in your coursework
- Assuming children or young people lack capacity to understand their health without assessing their individual competence and maturity using Gillick competency or Fraser guidelines.
- Overemphasising physical health while neglecting mental, emotional, and social wellbeing aspects when enabling understanding.
- Developing care plans without genuine partnership, imposing adult-led goals rather than facilitating the child's own priorities.
- Failing to involve parents, carers, or multi-agency teams appropriately, either by excluding them entirely or by overriding the child's right to confidentiality.
- Misconception: Healthcare support workers can administer medication without any training. Correction: They can only assist with medication if they have completed specific training and are assessed as competent, and they must never administer controlled drugs without supervision.
- Misconception: Confidentiality is absolute and you can never share information. Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law, such as in safeguarding cases.
- Misconception: Person-centred care means doing everything the patient asks. Correction: It means respecting their choices and preferences, but within the boundaries of safety and professional judgement.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on core units – communication, duty of care, and equality. Create flashcards for key terms and legislation.
- 2Week 2: Study safeguarding and health & safety, including scenarios and how to report concerns. Practice writing short answers.
- 3Week 3: Revise clinical skills such as observations and fluid balance. Do practice calculations and watch videos of procedures.
- 4Week 4: Review all units, complete past papers or mock questions, and work on any weak areas. Use active recall and teach someone else.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: Test recall of facts, e.g., 'What does SBAR stand for?' – practise identifying correct definitions quickly.
- 📋Short-answer questions: Require 1-2 sentences, e.g., 'Define person-centred care.' – be concise and use key terms.
- 📋Scenario-based questions: Provide a case study and ask how you would respond – use the 'what, why, how' structure.
- 📋Reflective account tasks: Ask you to describe a real or hypothetical situation and what you learned – use the Gibbs cycle.
Command Word Expectations (HIGHFIELD QUALIFICATIONS)
What examiners look for when using specific command words in this specification
Provide a detailed account with reasons or causes. For example, 'Explain the importance of confidentiality' – you must give reasons why it is important, not just define it.
Weigh up the pros and cons, and make a judgement. For example, 'Evaluate the use of SBAR in handover' – discuss strengths and limitations, then conclude.
Give a detailed account of what something is or how it is done. For example, 'Describe how to measure blood pressure' – list the steps in order.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A patient has a fluid intake of 1500 ml over 24 hours and an output of 1200 ml. Calculate the fluid balance and state whether it is positive or negative. Show your working.
- 1.Step 1: Identify the intake and output values: intake = 1500 ml, output = 1200 ml.
- 2.Step 2: Subtract output from intake: 1500 - 1200 = 300 ml.
- 3.Step 3: Since intake is greater than output, the balance is positive. State the result with units: +300 ml.
Question: Explain how a healthcare support worker would use the 'SBAR' communication tool to escalate a concern about a patient's deteriorating condition. (6 marks)
- 1.Step 1: Define SBAR: Situation, Background, Assessment, Recommendation.
- 2.Step 2: Apply each element to the scenario: Situation – state the current concern (e.g., patient's BP dropped). Background – give relevant history (e.g., post-op, on medication). Assessment – state what you think is happening (e.g., possible bleeding). Recommendation – suggest action (e.g., request urgent review).
- 3.Step 3: Emphasise clear, concise, and structured communication to ensure patient safety.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Enable children and young people to understand their health and wellbeing
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
- •Completion of the Care Certificate or equivalent induction training.
- •Basic understanding of health and safety, including risk assessment.
- •Knowledge of communication skills and the principles of equality and diversity.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- 1. Understand current legislation, national guidelines, policies and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand factors which impact upon enabling children and young people to understand their health and wellbeing3. Be able to establish positive relationships with children, young people and relevant others to enable children and young people to understand their health and wellbeing4. Be able to develop a care plan in partnership with the child or young person to help them to achieve an understanding of the nature of their needs and preferences
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