Emergency Paediatric First Aid
This unit equips learners with the essential knowledge and practical skills to manage emergency first aid situations involving infants and children. It focuses on conducting safe scene assessments, performing primary surveys, and delivering life-saving interventions such as CPR, choking management, and treatment for shock, seizures, and bleeding. Successful completion ensures the paediatric first aider can respond confidently to a wide range of medical emergencies until professional help arrives.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The STA Level 3 Award in Emergency Paediatric First Aid (EPFA) equips learners with the essential skills to manage emergency situations involving infants and children, including CPR, choking, and anaphylaxis. This Ofqual-regulated qualification is vital for anyone working in childcare or early years settings, ensuring they can respond effectively and confidently to paediatric emergencies.
Topic Overview
The STA Level 3 Award in Emergency Paediatric First Aid is a practical qualification designed for individuals working with infants and children, such as childminders, nursery staff, and foster carers. It covers a range of emergency scenarios, including unresponsive children, choking, bleeding, burns, and sudden illnesses like febrile convulsions and anaphylaxis. The course emphasises a systematic approach to assessment and prioritisation, ensuring that the first aider can act calmly and effectively under pressure.
This qualification is essential because children are not just small adults; their anatomy and physiology differ, requiring specific techniques. For example, the compression depth for infant CPR is about 4 cm, while for a child it is 5 cm, and the ratio of compressions to breaths is 15:2 for both, but with 5 initial rescue breaths. Understanding these differences is critical for providing effective care and improving outcomes.
In the wider context of Health & Social Care, this award complements other training such as safeguarding and paediatric care. It demonstrates a commitment to safety and professionalism, and is often a mandatory requirement for employment in early years settings. Mastery of these skills not only prepares you for exams but also equips you to save lives in real-world situations.
Key Concepts
Core ideas you must understand for this topic
- →The DRABC (Danger, Response, Airway, Breathing, Circulation) assessment framework for paediatric emergencies.
- →Paediatric CPR: 5 initial rescue breaths, then 15 compressions to 2 breaths for infants and children (up to puberty).
- →Choking management: 5 back blows and 5 abdominal thrusts for children; for infants, 5 back blows and 5 chest thrusts.
- →Recovery position for infants and children, ensuring airway patency.
- →Recognition and first aid for common paediatric emergencies: febrile seizures, anaphylaxis, bleeding, burns, and head injuries.
Learning Objectives
What you need to know and understand
- 1. Understand the role and responsibilities of a paediatric first aider2. Be able to assess an emergency situation safely3. Be able to provide first aid to an unresponsive child and infant who is breathing normally4. Be able to provide first aid to an unresponsive child and infant who is not breathing normally5. Be able to provide first aid to a child and infant who is choking6. Know how to provide first aid to a child or infant who is experiencing a seizure7. Know how to provide first aid to a child or infant who is suffering from shock8. Be able to provide first aid to a child or infant with external bleeding9. Know how to provide first aid to a child or infant with minor injuries, bites and stings
- 1. Understand the role and responsibilities of a paediatric first aider2. Be able to assess an emergency situation safely3. Be able to provide first aid to an unresponsive child and infant who is breathing normally4. Be able to provide first aid to an unresponsive child and infant who is not breathing normally5. Be able to provide first aid to a child and infant who is choking6. Know how to provide first aid to a child or infant who is experiencing a seizure7. Know how to provide first aid to a child or infant who is suffering from shock8. Be able to provide first aid to a child or infant with external bleeding9. Know how to provide first aid to a child or infant with minor injuries, bites and stings
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the correct sequence of actions during a primary survey: Danger, Response, Shout for help, Airway, Breathing, Circulation (DRABC).
- Assess the ability to deliver effective chest compressions on an infant manikin: use two fingertips at the lower sternum, compress at least one-third of the chest depth, at a rate of 100-120 per minute, allowing full recoil.
- Require the learner to show the correct back blows and chest thrusts technique for a choking infant, ensuring support of the head and neck and appropriate force.
- Expect accurate demonstration of placing an unresponsive but breathing infant into the recovery position, including head tilt to maintain airway and monitoring breathing.
- Award credit for clearly describing the paediatric first aider's responsibilities, including keeping themselves and the casualty safe, preventing cross-infection, and accurately recording incidents.
- Award credit for performing a systematic primary survey (DRSABC) on a paediatric manikin, ensuring scene safety, calling for appropriate help, and checking responsiveness, airway, breathing, and circulation in the correct sequence.
- Award credit for demonstrating correct rescue breaths and chest compressions on child and infant manikins, showing accurate depth, rate, and hand positioning according to age-specific protocols, and using an automated external defibrillator (AED) safely if available.
- Award credit for successfully managing a simulated choking scenario, delivering back blows and abdominal/chest thrusts with appropriate force and positioning for a child or infant, and rechecking the airway after each series.
- Award credit for recognising the signs of shock, haemorrhage, seizures, and anaphylaxis, and outlining or demonstrating immediate care including placing the casualty in a safe position, controlling external bleeding, and administering a prescribed auto-injector (if within local protocols).
Assessment Guidance
Guidance for achieving higher grades
- 💡During practical assessments, verbalize each step clearly as you perform it, especially safety checks and communication with bystanders.
- 💡For written assessments, recall the acronyms (DRABC, VITALS) to structure your answers logically and ensure no critical component is omitted.
- 💡When demonstrating first aid for seizures, emphasize the importance of timing the seizure, protecting from harm, and never restraining the child or putting anything in their mouth.
- 💡Always verbalise every step when performing practical skills, stating what you are checking and why, to demonstrate underpinning knowledge and maintain a systematic approach.
- 💡In written papers or professional discussions, pay close attention to the sequence of actions in life-threatening scenarios—incorrect ordering of interventions often indicates a critical fail.
- 💡Consciously pause and differentiate between child and infant techniques; use the age/size markers on manikins to trigger the correct protocol, as assessors look for precise adaptation.
- 💡Always use the correct terminology: 'infant' for under 1 year, 'child' for 1 year to puberty. This shows precision and knowledge.
- 💡When answering scenario questions, structure your response using the DRABC framework. This ensures you don't miss vital steps and demonstrates a systematic approach.
- 💡Practise practical skills regularly – you may be assessed on a practical demonstration, so muscle memory is key. Also, memorise the key numbers (e.g., 5 breaths, 15:2 ratio, 4-5 cm depth) to quote accurately.
Common Mistakes
Common errors to avoid in your coursework
- Incorrect compression depth when performing CPR on a child or infant, often too shallow due to fear of causing injury.
- Forgetting to call 999/112 early or not assigning someone to do so before commencing CPR, leading to delayed emergency response.
- Confusing the treatment for mild choking (encourage coughing) versus severe choking (back blows and abdominal thrusts/chest thrusts).
- Applying the adult recovery position to an infant without appropriately supporting the head and maintaining body alignment, which can compromise the airway.
- Confusing the compression-to-breath ratios for single-rescuer child CPR (30:2) versus infant CPR (30:2) with paediatric-specific modifications; learners often apply adult ratios or fail to adjust technique for the size of the patient.
- Failing to enunciate the steps of the primary survey aloud during practical assessments, leading assessors to assume the candidate has skipped crucial checks such as ensuring an open airway and looking for normal breathing.
- In choking management, using excessive force during back blows or abdominal thrusts, or not supporting the infant’s head adequately when delivering back blows, increasing risk of injury.
- Not summoning emergency services promptly when faced with an unresponsive non-breathing child, delaying CPR until after a full primary survey; candidates must understand that if they are alone with a child, they should perform one minute of CPR before calling 999/112.
- Misconception: 'CPR ratio for children is the same as adults (30:2).' Correction: For infants and children, the ratio is 15:2, but you must give 5 initial rescue breaths before starting compressions.
- Misconception: 'Abdominal thrusts are safe for infants under 1 year.' Correction: For infants, use 5 back blows and 5 chest thrusts (two fingers in the centre of the chest) instead of abdominal thrusts, which can damage internal organs.
- Misconception: 'If a child is choking but can cough, I should slap their back.' Correction: If the child is coughing forcefully, encourage them to keep coughing – do not interfere. Only intervene if the cough becomes ineffective or the child stops breathing.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on theory – learn the DRABC framework, CPR ratios, and choking procedures for infants and children. Use flashcards to memorise key numbers and steps.
- 2Week 2: Practise practical skills – attend a face-to-face session or use a manikin to practise CPR and recovery position. Watch videos to refine technique.
- 3Week 3: Revise common emergencies – study febrile seizures, anaphylaxis, bleeding, and burns. Create mind maps for each condition.
- 4Week 4: Take mock exams – answer scenario-based questions under timed conditions. Review mark schemes to understand what examiners look for.
- 5Final days: Do a quick recap of all key points and practise a full practical assessment with a friend or family member.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions testing knowledge of ratios, sequences, and definitions (e.g., 'What is the correct compression-to-breath ratio for a 3-year-old?').
- 📋Short-answer questions requiring you to list steps (e.g., 'List the steps for managing a choking infant.').
- 📋Scenario-based questions where you must describe your actions in a given emergency (e.g., 'A 5-year-old collapses and is unresponsive. Describe your actions.').
- 📋Practical assessment – you will be observed performing CPR, recovery position, and other skills on a manikin.
Command Word Expectations (SAFETY TRAINING AWARDS)
What examiners look for when using specific command words in this specification
Provide a detailed account of the steps or procedures, including specific numbers and sequences. For example, 'Describe the steps for CPR on a child' – you must include the 5 initial breaths, 15:2 ratio, and compression depth.
Give reasons for why a procedure is done in a certain way. For example, 'Explain why 5 initial rescue breaths are given to a child' – you must mention that children are more likely to have a respiratory cause for cardiac arrest, so oxygenation is critical.
List the key points or factors without detailed explanation. For example, 'Identify the signs of anaphylaxis' – you would list symptoms like swelling, difficulty breathing, rash, etc.
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 4-year-old child is choking on a small toy. Describe the sequence of actions you would take, including the number of back blows and abdominal thrusts.
- 1.Step 1: Assess the situation – confirm the child is choking (e.g., unable to cough, speak, or breathe).
- 2.Step 2: Give up to 5 back blows – lean the child forward, support the chest, and deliver 5 sharp blows between the shoulder blades with the heel of your hand.
- 3.Step 3: Check if the object has been dislodged after each back blow.
- 4.Step 4: If not, give up to 5 abdominal thrusts – stand behind the child, place a fist above the navel, grasp with the other hand, and pull sharply inwards and upwards. Repeat up to 5 times.
- 5.Step 5: Alternate between 5 back blows and 5 abdominal thrusts until the object is expelled or the child becomes unresponsive. If unresponsive, start CPR.
Question: A 2-year-old infant is having a seizure. What are the key steps you should take to keep them safe, and when should you call emergency services?
- 1.Step 1: Note the time the seizure starts.
- 2.Step 2: Protect the child from injury – clear the area of hard or sharp objects, place something soft under their head, and do not restrain them.
- 3.Step 3: Do not put anything in their mouth – this can cause injury or block the airway.
- 4.Step 4: After the seizure stops, place the child in the recovery position and check their breathing.
- 5.Step 5: Call emergency services if the seizure lasts more than 5 minutes, if it is the child's first seizure, if they have difficulty breathing, or if they have repeated seizures.
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 SAFETY TRAINING AWARDS Emergency Paediatric First Aid
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
- •Basic understanding of first aid principles (e.g., DRABC) is helpful but not mandatory.
- •Knowledge of child development stages (infant, toddler, child) is beneficial for applying age-appropriate techniques.
- •No formal prerequisites for this qualification, but learners must be physically able to perform CPR and other practical skills.
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 the role and responsibilities of a paediatric first aider2. Be able to assess an emergency situation safely3. Be able to provide first aid to an unresponsive child and infant who is breathing normally4. Be able to provide first aid to an unresponsive child and infant who is not breathing normally5. Be able to provide first aid to a child and infant who is choking6. Know how to provide first aid to a child or infant who is experiencing a seizure7. Know how to provide first aid to a child or infant who is suffering from shock8. Be able to provide first aid to a child or infant with external bleeding9. Know how to provide first aid to a child or infant with minor injuries, bites and stings
- 1. Understand the role and responsibilities of a paediatric first aider2. Be able to assess an emergency situation safely3. Be able to provide first aid to an unresponsive child and infant who is breathing normally4. Be able to provide first aid to an unresponsive child and infant who is not breathing normally5. Be able to provide first aid to a child and infant who is choking6. Know how to provide first aid to a child or infant who is experiencing a seizure7. Know how to provide first aid to a child or infant who is suffering from shock8. Be able to provide first aid to a child or infant with external bleeding9. Know how to provide first aid to a child or infant with minor injuries, bites and stings
Ready to learn?
AI-powered learning tailored to this unit