Lead practice in promoting the well being and resilience of children and young people

    ICAN QUALIFICATIONS LIMITED
    Vocational

    This subtopic focuses on leading practice to promote the well-being and resilience of children and young people in health and social care settings. It examines evidence-based approaches, such as strengths-based models and trauma-informed care, and their impact on frontline practice. Learners will develop leadership skills to support children, engage carers, address health needs, and drive service improvement, ensuring holistic outcomes aligned with statutory guidance like Working Together to Safeguard Children.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    iCQ Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England)

    Quick Revision Summary (Key Takeaway)

    The iCQ Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) is a vocational qualification for managers and leaders in care settings. It covers leadership, management, and specialist practice, enabling learners to lead teams, improve services, and meet regulatory standards in health and social care.

    Topic Overview

    The iCQ Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) is designed for individuals in leadership or management roles within the health and social care sector. It equips learners with the knowledge and skills to lead and manage services effectively, ensuring high-quality care and compliance with regulatory standards. The qualification covers a range of topics including leadership theories, management of resources, safeguarding, and partnership working.

    This diploma is essential for career progression in the sector, as it demonstrates a high level of competence and commitment to professional development. It is recognised by employers and regulatory bodies, such as the Care Quality Commission (CQC), and is often a requirement for senior roles. The qualification also supports the development of reflective practice, enabling leaders to continuously improve their services.

    The curriculum is structured to address both strategic and operational aspects of leadership. Learners explore how to lead teams, manage change, and promote a positive culture. They also develop skills in areas such as risk management, quality assurance, and multi-agency collaboration. By completing this diploma, learners are prepared to tackle the complex challenges of modern health and social care, ensuring that services are safe, effective, and person-centred.

    Key Concepts

    Core ideas you must understand for this topic

    • →Leadership vs management: understanding the difference and how both are essential in care settings.
    • →Person-centred care: placing the individual at the heart of care planning and delivery.
    • →Safeguarding: protecting vulnerable individuals from abuse and harm, following legal and organisational policies.
    • →Regulatory compliance: meeting CQC standards and other legal requirements.
    • →Multi-disciplinary working: collaborating with other professionals to provide holistic care.

    Learning Objectives

    What you need to know and understand

    • Understand how different approaches to promoting positive well being and resilience in children and young people impact on practice, Be able to lead practice in supporting children and young people’s well being and resilience, Be able to lead practice in work with carers who are supporting children and young people, Be able to lead practice in responding to the health needs of children and young people, Be able to lead the development of practice with children or young people to promote their well being and resilience

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating critical evaluation of at least two theoretical approaches (e.g., resilience framework, ecological model) and their practical application in own leadership context.
    • Award credit for providing evidence of leading a team to implement strengths-based interventions, such as using the Resilience Doughnut or similar tools, with measurable outcomes for children.
    • Award credit for showing effective partnership working with carers, including jointly developing support plans that enhance protective factors and reduce risk.
    • Award credit for leading a multi-agency response to a health need, evidencing use of Common Assessment Framework (CAF) and outcome-focused care planning.
    • Award credit for reflective evaluation of own leadership in developing practice, including feedback from stakeholders and changes made to service delivery to improve well-being and resilience.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In your portfolio, clearly map each piece of evidence to the specific learning outcome, using reflective accounts to demonstrate how your leadership directly influenced practice.
    • 💡When addressing health needs, ensure you include examples of inter-professional collaboration and show how you navigated barriers to access services.
    • 💡For the carer support element, use case studies that illustrate a partnership approach, highlighting how you empowered carers to build resilience skills.
    • 💡Reference current frameworks like the NHS England Well-being and Resilience Framework or the Tackling Health Inequalities agenda to show sector awareness.
    • 💡Use a reflective cycle (e.g., Gibbs) to critically analyse your leadership development tasks, identifying what you did, why, what worked, and what you would improve.
    • 💡Use the command words to structure your answers. For 'evaluate', give both sides and a justified conclusion.
    • 💡Always refer to current legislation and CQC regulations to show up-to-date knowledge.
    • 💡Include examples from your own practice to demonstrate application of theory.

    Common Mistakes

    Common errors to avoid in your coursework

    • Focusing solely on individual child interventions without leading systemic changes across the team or service.
    • Confusing resilience with compliance; assuming a child is resilient simply because they do not exhibit overt distress.
    • Neglecting the role of carers' own well-being and support needs when planning involvement in promoting child resilience.
    • Providing anecdotal evidence rather than using recognised assessment tools and outcome measures to evaluate impact.
    • Failing to link leadership actions to relevant legislation and policies, such as the Children Act 1989/2004 or local safeguarding procedures.
    • Misconception: Leadership is only for senior managers. Correction: Leadership can be demonstrated at all levels, and the diploma encourages leadership skills in any role.
    • Misconception: Management and leadership are the same. Correction: Management focuses on tasks and processes, while leadership focuses on people and vision.
    • Misconception: The diploma is only about theory. Correction: It requires application to practice, with assessments based on real work scenarios.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Review the qualification specification and identify your knowledge gaps. Focus on leadership theories and management models.
    2. 2Week 2: Study legislation and regulatory frameworks, including CQC standards and the Care Act 2014. Make notes on how they apply to your setting.
    3. 3Week 3: Explore safeguarding and risk management. Use case studies to practice applying procedures.
    4. 4Week 4: Revise partnership working and communication. Practice writing answers to exam questions, focusing on command words.
    5. 5Week 5: Complete practice assessments and seek feedback from your tutor or mentor. Review your weak areas and refine your answers.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Case study questions: You will be given a scenario and asked to analyse or evaluate. Use a structured approach: identify issues, apply theory, and propose solutions.
    • 📋Short answer questions: These test knowledge of key concepts and legislation. Be precise and use correct terminology.
    • 📋Reflective practice questions: You may be asked to reflect on your own leadership experiences. Use the STAR method (Situation, Task, Action, Result) to structure your response.
    • 📋Essay questions: These require a well-organised argument. Plan your introduction, body paragraphs, and conclusion, and ensure you address all parts of the question.

    Command Word Expectations (ICAN QUALIFICATIONS LIMITED)

    What examiners look for when using specific command words in this specification

    Evaluate

    In iCan qualifications, 'evaluate' requires you to consider strengths and weaknesses, weigh evidence, and come to a reasoned judgement. You must provide a balanced argument and conclude with a clear opinion supported by evidence.

    Analyse

    Break down a topic into its components, examine relationships, and explain how they interact. You should identify causes and effects, and use examples to illustrate your points.

    Explain

    Provide a clear and detailed account of a concept, process, or theory. You should include reasons and mechanisms, and use examples to clarify your explanation.

    How Students Lose Marks (Examiner Pitfalls)

    Common mark loss traps and how to write 100% full-mark answers

    Pitfall: Confusing leadership with management and failing to provide specific examples from practice.
    ❌ Weak Answer (Loses Marks):Leadership is about motivating people, while management is about organising tasks. I do both in my job.
    ✅ 100% Model Answer (Full Marks):Leadership involves setting a vision, inspiring and empowering others to achieve shared goals, and modelling values such as integrity and compassion. Management focuses on planning, organising, and controlling resources to achieve specific objectives. In my role as a team leader, I demonstrate leadership by holding regular team meetings to discuss our vision for person-centred care, and I use management skills to allocate staff rotas and manage budgets effectively. For example, when introducing a new care plan system, I motivated the team by explaining the benefits for residents and provided training, while also managing the practical implementation timeline.
    Examiner Tip: Always link theory to your own practice. Use specific examples from your workplace to illustrate how you apply leadership and management concepts.
    Pitfall: Failing to address the legal and regulatory framework, especially the Health and Social Care Act 2008 and CQC regulations.
    ❌ Weak Answer (Loses Marks):We must follow the law and keep people safe. I make sure my team follows policies.
    ✅ 100% Model Answer (Full Marks):The Health and Social Care Act 2008 established the Care Quality Commission (CQC) as the regulator for health and social care in England. Providers must register with CQC and meet fundamental standards of quality and safety, including person-centred care, dignity and respect, and safeguarding. As a leader, I ensure my team understands these regulations by providing regular training and supervision. For example, we conduct monthly audits of care records to ensure they meet CQC requirements, and we have a clear whistleblowing policy to encourage staff to report concerns without fear.
    Examiner Tip: Memorise key legislation and how it applies to your role. Mention specific CQC regulations or standards in your answers to show depth of knowledge.

    Step-by-Step Worked Solutions

    Detailed solution breakdown for typical exam problems

    Question: A care home has a high staff turnover rate. As a leader, you are asked to analyse the possible causes and propose a strategy to improve staff retention. (6 marks)

    1. 1.Step 1: Identify possible causes of high turnover, such as low pay, lack of training, poor management, high workload, or lack of career progression.
    2. 2.Step 2: Link causes to leadership and management theories, e.g., Herzberg's two-factor theory (hygiene factors vs motivators) or transformational leadership.
    3. 3.Step 3: Propose a strategy: conduct exit interviews, improve induction and training, offer flexible working, recognise achievements, and create a positive culture.
    4. 4.Step 4: Explain how you would implement the strategy, including involving staff in decision-making and monitoring progress.
    5. 5.Step 5: Conclude with expected benefits, such as improved morale, better care quality, and reduced recruitment costs.
    Final Answer: High staff turnover may result from inadequate pay, lack of development opportunities, poor leadership, or high workload. To improve retention, I would conduct exit interviews to identify specific issues, implement a structured induction and ongoing training programme, introduce flexible working options, and establish a recognition scheme. I would involve staff in planning and regularly review progress. This approach addresses both hygiene factors and motivators, leading to higher job satisfaction and reduced turnover.

    Question: Evaluate the importance of effective communication in multi-disciplinary teams within health and social care. (8 marks)

    1. 1.Step 1: Define multi-disciplinary teams (MDTs) and their purpose in providing holistic care.
    2. 2.Step 2: Identify key communication methods: verbal, written, electronic, and non-verbal.
    3. 3.Step 3: Discuss benefits: improved coordination, reduced errors, better patient outcomes, and efficient use of resources.
    4. 4.Step 4: Consider barriers: jargon, confidentiality, power imbalances, and time constraints.
    5. 5.Step 5: Evaluate by weighing benefits against challenges, and suggest improvements like shared records and regular meetings.
    6. 6.Step 6: Conclude with a justified judgement on the overall importance.
    Final Answer: Effective communication in MDTs is crucial for coordinating care, sharing information, and ensuring all professionals work towards common goals. It reduces the risk of errors and duplication, leading to better outcomes for service users. However, barriers such as professional jargon and confidentiality issues can hinder communication. Despite these challenges, the benefits outweigh the drawbacks, as effective communication is essential for safe, person-centred care. Improvements like shared electronic records and structured handovers can mitigate barriers.

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    Frequently Asked Questions

    Common questions students ask about this topic

    Pass / Merit / Distinction Evidence Checklist

    How your portfolio evidence is graded for ICAN QUALIFICATIONS LIMITED Lead practice in promoting the well being and resilience of 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.

    Pass (P)

    Demonstrate baseline knowledge, accurate terminology, and core practical application.

    Merit (M)

    Provide detailed analysis, structured explanations, and clear workplace reasoning.

    Distinction (D)

    Deliver thorough evaluation, original problem solving, and fully justified recommendations.

    Before You Start

    Prior knowledge that will help with this topic

    • •Level 3 Diploma in Health and Social Care or equivalent experience.
    • •Basic understanding of the Care Act 2014 and Health and Social Care Act 2008.
    • •Experience working in a health or social care setting, ideally in a supervisory role.

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    Key Terminology

    Essential terms to know

    • Understand how different approaches to promoting positive well being and resilience in children and young people impact on practice, Be able to lead practice in supporting children and young people’s well being and resilience, Be able to lead practice in work with carers who are supporting children and young people, Be able to lead practice in responding to the health needs of children and young people, Be able to lead the development of practice with children or young people to promote their well being and resilience

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