Build positive relationships with children and young people
This element focuses on developing positive, trusting relationships with children and young people in healthcare settings, underpinned by current legislation, national guidelines, and best practice. Learners will explore the importance of these relationships for emotional well-being and effective communication, and demonstrate practical skills in establishing rapport, providing age-appropriate information, and offering advice while maintaining professional boundaries.
Assessment criteria
Topic Overview
The TQUK Level 3 Diploma in Healthcare Support Work (RQF) is a comprehensive qualification designed for individuals working or aspiring to work as healthcare support workers in a variety of settings, including hospitals, nursing homes, and community care. This diploma covers essential knowledge and skills required to provide high-quality, person-centred care, support clinical tasks, and work effectively within a multidisciplinary team. It is a nationally recognised qualification in the UK, aligned with the Care Certificate and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England.
This qualification is crucial because it bridges the gap between entry-level care roles and more advanced healthcare positions. It equips learners with the theoretical understanding and practical competencies needed to support registered healthcare professionals, such as nurses and midwives, in delivering safe and effective care. Topics include communication, health and safety, infection prevention, supporting individuals with their physical and emotional needs, and understanding the principles of safeguarding and duty of care. By completing this diploma, students demonstrate their commitment to professional development and readiness to take on greater responsibilities in the healthcare sector.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, needs, and values, ensuring they are treated with dignity and respect.
- →Safeguarding: Protecting vulnerable individuals from abuse, neglect, and harm, and knowing how to report concerns appropriately.
- →Infection prevention and control: Understanding standard precautions, hand hygiene, use of PPE, and safe disposal of waste to minimise the spread of infections.
- →Effective communication: Using verbal and non-verbal techniques to build rapport, actively listen, and share information accurately with colleagues, patients, and families.
- →Duty of care: The legal and professional obligation to act in the best interest of individuals and avoid causing harm.
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 year.2. Understand the importance of developing positive relationships with children and young people.3. Be able to establish positive relationships with children and young people.4. 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 explaining how specific legislation (e.g., Children Act 1989/2004, Working Together to Safeguard Children) and national guidelines (e.g., NICE guidance on child development) inform relationship-building practice.
- Credit evidence of demonstrating active listening, using open body language, and adapting communication to the child’s age, developmental stage, and any additional needs.
- Look for examples where the learner has used play, distraction, or child-centred approaches to engage a child or young person and reduce anxiety.
- Assess the ability to provide clear, accurate information and advice that is appropriate to the child’s level of understanding, while respecting confidentiality and knowing when to refer.
Assessment Guidance
Guidance for achieving higher grades
- 💡In your portfolio, include reflective accounts that explicitly name the legislation or policy that guided your actions, showing you understand how theory translates into practice.
- 💡During observations, let the assessor see you interacting naturally with a child or young person, demonstrating patience, empathy, and age-appropriate verbal and non-verbal communication.
- 💡When providing information and advice, ensure you clarify your role and limitations—state when you would escalate to a senior colleague or specialist service.
- 💡When answering questions about legislation, always link the law to a practical example from your workplace or placement. For instance, explain how the Health and Safety at Work Act 1974 influences your daily practice in handling hazardous substances.
- 💡Use the acronym 'PIES' (Physical, Intellectual, Emotional, Social) to structure answers about holistic care. This shows you understand the full range of an individual's needs.
- 💡In reflective accounts, use a recognised model like Gibbs' Reflective Cycle (Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan) to demonstrate deep thinking and learning from experiences.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that all children and young people can be approached in the same way, without considering individual differences such as age, culture, or disability.
- Overlooking the importance of gaining consent (or parental consent where applicable) before sharing information, or breaching confidentiality by discussing a child’s case inappropriately.
- Failing to link practical relationship-building skills to underpinning legislation and policies in written reflections or professional discussions.
- Misconception: Healthcare support workers can diagnose conditions or prescribe treatments. Correction: Support workers work under the supervision of registered professionals and must not exceed their scope of practice; they report observations and follow care plans.
- Misconception: Confidentiality means never sharing any information. Correction: Information can be shared on a need-to-know basis for the safety of the individual or others, in line with data protection laws and organisational policies.
- Misconception: Person-centred care is just being nice to patients. Correction: It involves actively involving the individual in decisions about their care, respecting their choices, and adapting support to their unique circumstances.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Build 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 basic understanding of the Care Certificate standards, as this diploma builds upon them.
- •Completion of Level 2 qualifications in Health and Social Care or relevant work experience is beneficial but not mandatory.
- •Good literacy and numeracy skills to complete written assessments and handle medication calculations.
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 year.2. Understand the importance of developing positive relationships with children and young people.3. Be able to establish positive relationships with children and young people.4. Be able to provide information and advice to children and young people.
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