What is the difference between infant and child CPR?

For infants (under 1 year), use two fingers for chest compressions at a depth of about 4 cm, and give 5 initial rescue breaths before starting cycles of 30 compressions to 2 breaths. For children (1 year to puberty), use one or two hands as needed to achieve a compression depth of about 5 cm, with the same ratio of 30:2 after 5 initial breaths. The key difference is the technique for compressions and the emphasis on respiratory arrest in infants.

How do I treat a child who is choking?

For infants, hold the baby face-down along your forearm with the head lower than the chest, give up to 5 back blows between the shoulder blades, then turn the baby face-up and give up to 5 chest thrusts using two fingers on the breastbone. For children over 1 year, stand behind them, give up to 5 back blows, then perform up to 5 abdominal thrusts (Heimlich manoeuvre). If the object is not dislodged, call emergency services and continue cycles.

What should I do if a child is unconscious but breathing?

Place the child in the recovery position to maintain an open airway and allow fluids to drain. For infants, hold them in your arms with the head tilted downwards. For children, roll them onto their side, tilt the head back, and monitor breathing continuously. Call emergency services and stay with the child until help arrives.

How do I use an adrenaline auto-injector on a child?

Remove the safety cap, hold the auto-injector firmly against the outer mid-thigh (through clothing if necessary), and press down until you hear a click. Hold for 3 seconds, then remove. Massage the injection site for 10 seconds. Call emergency services immediately and note the time of administration. For children under 12, use a junior dose (0.15 mg) if available; otherwise, use an adult dose (0.3 mg).

What is the correct way to check if a child is responsive?

Gently tap the child's shoulders and ask loudly, 'Are you alright?' For infants, tap the foot or gently flick the sole of the foot. Do not shake the child vigorously, especially if a spinal injury is suspected. If there is no response, shout for help and proceed with the primary survey.

Do I need to wear gloves when giving first aid to a child?

Yes, if available, wear disposable gloves to reduce the risk of infection from blood or bodily fluids. However, in a life-threatening emergency, do not delay treatment if gloves are not available. After providing first aid, wash your hands thoroughly with soap and water.

How to Revise QNUK Level 3 Award in Emergency Paediatric First Aid (RQF) — Qualifications Network Other Vocational Qualification Health & Social Care

1 Understand the role and responsibilities of the paediatric first aider 2. Be able to assess an emergency situation safely 3. Be able to provide first aid for an infant and a child who is unresponsive 4. Be able to provide first aid for an infant and a child who is choking5. Be able to provide first aid to an infant and a child with external bleeding6. Know how to provide first aid to an infant and a child who is suffering from shock7. Know how to administer first aid to an infant and a child with bites, stings and minor injuries

Examiner Tips for QNUK Level 3 Award in Emergency Paediatric First Aid (RQF)

In practical assessments, verbalise each step, including checking for danger, asking for consent, and summoning help, even if simulated.
Memorise the exact differences in CPR ratios and techniques for infants (under 1 year) and children (1 year to puberty) – these are common written test differentiation points.
When answering scenario-based questions, always state that you would reassess the casualty regularly and update emergency services.
For written exams, use correct anatomical terms (e.g., ‘recovery position’, ‘xiphoid process’) to demonstrate professional knowledge.
Familiarise yourself with the current Resuscitation Council (UK) paediatric guidelines, as these underpin the assessment criteria.

Common Mistakes in QNUK Level 3 Award in Emergency Paediatric First Aid (RQF)

Confusing CPR ratios and hand positioning for infants (two fingers) versus children (one or two hands), leading to ineffective compressions.
Failing to check for danger or neglecting personal protective equipment, risking cross-infection or personal harm.
Performing abdominal thrusts on an infant during choking, instead of chest thrusts and back blows.
Delaying emergency service contact while managing an unresponsive casualty, or not instructing a bystander to call 999.
Underestimating blood loss in a small child and missing early signs of hypovolaemic shock.
Removing a tick with fingers or tweezers that squeeze the body, risking infection, instead of using a fine-tipped tool or tick card.

Key Marking Points

Award credit for accurately demonstrating the paediatric resuscitation sequence, including correct compression-to-ventilation ratios for infants and children.

QNUK Level 3 Award in Emergency Paediatric First Aid (RQF)

QUALIFICATIONS-NETWORK

vocational

This element provides the essential knowledge and practical skills required to deliver emergency paediatric first aid to infants and children. Learners will develop the competence to assess and manage life-threatening situations, including unresponsiveness, choking, external bleeding, shock, and minor injuries, while understanding their role and legal responsibilities. The focus is on immediate, evidence-based interventions that preserve life and prevent deterioration until professional healthcare arrives.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Emergency Paediatric First Aid

Topic Overview

The QNUK Level 3 Award in Emergency Paediatric First Aid (RQF) equips learners with the essential skills and knowledge to provide immediate care to infants and children in emergency situations. This qualification is specifically designed for those working in early years settings, such as childminders, nursery staff, and nannies, as well as parents and guardians. It covers a range of life-threatening conditions, including unconsciousness, choking, bleeding, and anaphylaxis, ensuring that the first aider can act confidently until professional medical help arrives.

This award is a regulated qualification on the Regulated Qualifications Framework (RQF) and meets the requirements of the Early Years Foundation Stage (EYFS) statutory framework. It is often a mandatory requirement for those working with young children. The course focuses on the anatomical and physiological differences between children and adults, which is critical for delivering safe and effective first aid. By mastering these techniques, students not only fulfil regulatory obligations but also gain the confidence to handle real-life emergencies, potentially saving a child's life.

Within the broader context of Health & Social Care, paediatric first aid is a fundamental skill that underpins safeguarding and welfare. It complements topics such as child development, risk assessment, and health promotion. Understanding how to respond to emergencies is a key component of providing a safe environment for children, and this qualification ensures that practitioners are prepared for the unexpected. Mastery of this subject demonstrates a commitment to high standards of care and professional responsibility.

Key Concepts

Core ideas you must understand for this topic

→Primary survey and the ABCDE approach (Airway, Breathing, Circulation, Disability, Exposure) adapted for infants and children, including the importance of checking for responsiveness and opening the airway using the head-tilt-chin-lift or jaw thrust.
→Recovery position for infants (under 1 year) and children (1 year to puberty), ensuring the airway remains open and fluids can drain, with specific modifications to support the child's size and fragility.
→Cardiopulmonary resuscitation (CPR) ratios: 5 initial rescue breaths followed by 30 chest compressions and 2 breaths for a single rescuer, with compression depth of at least one-third of the chest depth (approximately 4 cm for infants, 5 cm for children).
→Management of choking: back blows and chest thrusts for infants, and back blows and abdominal thrusts (Heimlich manoeuvre) for children over 1 year, with clear differentiation from adult techniques.
→Recognition and treatment of anaphylaxis: use of adrenaline auto-injectors (e.g., EpiPen) and the importance of calling emergency services immediately, including positioning the child in a comfortable position (e.g., sitting up if breathing difficulties).

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for accurately demonstrating the paediatric resuscitation sequence, including correct compression-to-ventilation ratios for infants and children.
Award credit for explaining the legal framework, including consent, duty of care, and accurate incident recording in accordance with organisational requirements.
Award credit for performing a primary survey (DRABC) with clear commentary on scene safety and infection prevention.
Award credit for identifying choking severity and delivering appropriate back blows and abdominal/chest thrusts on a manikin, adjusting technique for infant versus child.
Award credit for applying direct pressure and appropriate dressings to control external bleeding, and recognising signs of shock requiring urgent escalation.
Award credit for managing bites and stings, including removal of ticks or stingers, and recognising anaphylaxis symptoms requiring auto-injector use.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately demonstrating the paediatric resuscitation sequence, including correct compression-to-ventilation ratios for infants and children.
Award credit for explaining the legal framework, including consent, duty of care, and accurate incident recording in accordance with organisational requirements.
Award credit for performing a primary survey (DRABC) with clear commentary on scene safety and infection prevention.
Award credit for identifying choking severity and delivering appropriate back blows and abdominal/chest thrusts on a manikin, adjusting technique for infant versus child.
Award credit for applying direct pressure and appropriate dressings to control external bleeding, and recognising signs of shock requiring urgent escalation.
Award credit for managing bites and stings, including removal of ticks or stingers, and recognising anaphylaxis symptoms requiring auto-injector use.

Assessment Guidance

Guidance for achieving higher grades

💡In practical assessments, verbalise each step, including checking for danger, asking for consent, and summoning help, even if simulated.
💡Memorise the exact differences in CPR ratios and techniques for infants (under 1 year) and children (1 year to puberty) – these are common written test differentiation points.
💡When answering scenario-based questions, always state that you would reassess the casualty regularly and update emergency services.
💡For written exams, use correct anatomical terms (e.g., ‘recovery position’, ‘xiphoid process’) to demonstrate professional knowledge.
💡Familiarise yourself with the current Resuscitation Council (UK) paediatric guidelines, as these underpin the assessment criteria.
💡When answering questions about the sequence of actions in an emergency, always start with 'Danger, Response, Shout for help, Airway, Breathing, Circulation' (DRSABC). Examiners look for this systematic approach, and missing the initial safety check can lose marks.
💡For practical assessments, demonstrate clear communication with the child (if conscious) and bystanders. Explain what you are doing as you go, e.g., 'I am going to check if you are breathing.' This shows confidence and understanding of the procedure.
💡Know the specific differences between infant and child first aid, especially for CPR and choking. Examiners often ask questions that test these distinctions, so be prepared to state ages and techniques clearly.

Common Mistakes

Common errors to avoid in your coursework

Confusing CPR ratios and hand positioning for infants (two fingers) versus children (one or two hands), leading to ineffective compressions.
Failing to check for danger or neglecting personal protective equipment, risking cross-infection or personal harm.
Performing abdominal thrusts on an infant during choking, instead of chest thrusts and back blows.
Delaying emergency service contact while managing an unresponsive casualty, or not instructing a bystander to call 999.
Underestimating blood loss in a small child and missing early signs of hypovolaemic shock.
Removing a tick with fingers or tweezers that squeeze the body, risking infection, instead of using a fine-tipped tool or tick card.
Misconception: The recovery position for a child is the same as for an adult. Correction: For infants, the recovery position involves holding the baby in your arms with the head tilted downwards to maintain the airway and allow fluids to drain. For children, the position is similar to adults but with adjustments to ensure the child's head is in a neutral position and the body is stable.
Misconception: You should perform CPR on a child the same way as on an adult. Correction: For children, the ratio is 5 initial rescue breaths (due to respiratory arrest being more common) followed by 30 compressions to 2 breaths. Compression depth is shallower (one-third of chest depth), and for infants, use two fingers for compressions rather than the heel of one hand.
Misconception: If a child is choking but can cough or speak, you should still perform back blows. Correction: If the child is coughing forcefully or can speak, encourage them to continue coughing as it is more effective. Only intervene if the cough becomes weak, the child is silent, or they cannot breathe, cry, or speak.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of first aid principles, such as the importance of calling emergency services and general hygiene (e.g., using gloves).
•Familiarity with child development stages (infant vs. child) to appreciate anatomical and physiological differences.
•No formal prerequisites, but learners should be physically able to perform CPR and other practical skills (e.g., kneeling, bending).

Key Terminology

Essential terms to know

1 Understand the role and responsibilities of the paediatric first aider 2. Be able to assess an emergency situation safely 3. Be able to provide first aid for an infant and a child who is unresponsive 4. Be able to provide first aid for an infant and a child who is choking5. Be able to provide first aid to an infant and a child with external bleeding6. Know how to provide first aid to an infant and a child who is suffering from shock7. Know how to administer first aid to an infant and a child with bites, stings and minor injuries

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QNUK Level 3 Award in Emergency Paediatric First Aid (RQF)

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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