Enable children and young people to understand their health and well-being
This subtopic explores the core principles and practical skills required to enable children and young people to comprehend their own health and well-being. It covers legislative frameworks, factors influencing understanding, and the collaborative development of care plans. Practitioners learn to establish positive relationships and tailor communication to empower informed autonomy.
Assessment criteria
Topic Overview
The TQUK Level 3 Diploma in Healthcare Support Work (RQF) is designed for individuals working or aspiring to work in healthcare support roles, such as healthcare assistants, support workers, or care assistants. This qualification covers a wide range of essential topics, including communication, health and safety, person-centred care, and supporting individuals with their daily living activities. It is a nationally recognised qualification that equips learners with the knowledge and skills needed to provide high-quality care in various healthcare settings, such as hospitals, care homes, and community services.
This diploma is crucial because it ensures that healthcare support workers understand their responsibilities and can work effectively as part of a multidisciplinary team. It emphasises the importance of dignity, respect, and empowerment, enabling learners to support individuals in maintaining their independence and well-being. The qualification also covers legal and ethical frameworks, safeguarding, and infection prevention, which are fundamental to safe and effective practice. By completing this diploma, students demonstrate their competence and commitment to professional standards, which is essential for career progression in health and social care.
Within the wider subject of Health & Social Care, this diploma sits at Level 3, indicating a more advanced understanding compared to Level 2 qualifications. It prepares learners for supervisory roles or further study, such as nursing or social work degrees. The content aligns with the Care Certificate and the Code of Conduct for Healthcare Support Workers, making it directly applicable to real-world practice. Students will develop both theoretical knowledge and practical skills, ensuring they are ready to meet the challenges of modern healthcare environments.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's needs, preferences, and values, promoting their independence and dignity.
- →Safeguarding: Protecting vulnerable individuals from abuse, harm, and neglect, and knowing how to report concerns appropriately.
- →Effective communication: Using verbal and non-verbal techniques to build trust, listen actively, and share information accurately with colleagues and service users.
- →Health and safety: Understanding risk assessments, infection control, manual handling, and emergency procedures to maintain a safe environment.
- →Legal and ethical frameworks: Applying principles such as consent, confidentiality, and the Mental Capacity Act to guide practice.
Learning Objectives
What you need to know and understand
- Understand current legislation, national guidelines, policies and good practice guidelines related to supporting parents/carers to care for babies during their first year, Understand factors which impact upon enabling children and young people to understand their health and well-being, Be able to establish positive relationships with children, young people and relevant others to enable children and young people to understand their health and well-being, 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 accurately referencing key legislation such as the Children Act 1989/2004, Mental Capacity Act 2005, and Gillick competence in relation to children's rights to understanding their health.
- Credit demonstration of identifying and addressing factors such as developmental stage, learning disabilities, cultural background, or communication preferences that impact a child's ability to understand their health.
- Evidence must show the learner actively involving the child or young person in care planning, using age-appropriate language and tools to ensure their views and preferences are central.
- Award credit for describing the role of parents, carers, or other professionals in supporting the young person's understanding, while balancing confidentiality and safeguarding duties.
- Look for records of care plans that are co-produced with the child, showing personalised goals, clear explanations of health needs, and the individual's own identified preferences.
Assessment Guidance
Guidance for achieving higher grades
- 💡In assessments, always link your practice to specific sections of legislation and national guidelines (e.g., NICE guidance on patient experience in children’s settings).
- 💡When presenting case studies, explicitly state how you adapted communication for the child’s age and comprehension level—use examples of tools like visual aids or simple language.
- 💡Ensure you evidence partnership working by including documented consent, the child’s own views, and how disagreements were resolved in care planning.
- 💡Use specific examples from your workplace or placement to illustrate your answers. This shows you can apply theory to practice, which is highly valued.
- 💡Always link your answers to legislation, policies, or codes of practice. For instance, when discussing confidentiality, refer to the Data Protection Act or your employer's policy.
- 💡Read questions carefully and identify command words like 'explain', 'describe', or 'evaluate'. Tailor your response to the command word to ensure you address the question fully.
Common Mistakes
Common errors to avoid in your coursework
- Assuming all children and young people have the same capacity to understand, overlooking the need to assess competence on an individual basis as per Gillick and Fraser guidelines.
- Using complex medical jargon without simplifying or checking the young person’s comprehension.
- Failing to document the child's own words and choices in the care plan, instead imposing professional assumptions.
- Neglecting to consider the impact of emotional state, learning difficulties, or language barriers on the child's ability to engage with health information.
- Not updating the care plan as the child’s understanding and circumstances evolve, treating it as a static document.
- Misconception: Person-centred care means always doing what the service user wants. Correction: It means involving the individual in decisions while balancing their safety and well-being, and considering professional guidance.
- Misconception: Confidentiality is absolute and cannot be broken. Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law, but this must be done appropriately.
- Misconception: Healthcare support workers do not need to understand legal frameworks. Correction: They must understand key legislation like the Health and Safety at Work Act and the Care Act to ensure compliance and protect themselves and service users.
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 Enable children and young people to understand their health and well-being
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 health and social care principles, such as those covered in a Level 2 qualification or the Care Certificate.
- •Familiarity with communication skills and teamwork, as these are foundational for healthcare support work.
- •Some experience in a care setting, either through employment or voluntary work, to contextualise the learning.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand current legislation, national guidelines, policies and good practice guidelines related to supporting parents/carers to care for babies during their first year, Understand factors which impact upon enabling children and young people to understand their health and well-being, Be able to establish positive relationships with children, young people and relevant others to enable children and young people to understand their health and well-being, 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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