Develop professional relationships with children, young people and adults
This unit focuses on the essential skills required to establish and maintain effective, professional relationships with children, young people, and adults in an educational setting. It covers communication strategies, the development of mutual respect, and the importance of adhering to confidentiality and data protection policies. Proficiency in these areas is crucial for creating a supportive learning environment and ensuring the well-being of all individuals.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The City & Guilds Level 3 Certificate in Supporting Teaching and Learning in Schools covers the knowledge and skills required to support pupils' learning, development, and well-being in a school setting. It includes understanding child development, safeguarding, inclusive practice, and professional relationships, preparing learners for roles such as teaching assistant or learning support practitioner.
Topic Overview
This qualification is designed for those working or volunteering in a school setting as a teaching assistant, learning support assistant, or similar role. It covers the essential knowledge and skills to support pupils' learning, development, and well-being, including understanding child development from birth to 19 years, promoting positive behaviour, and working with colleagues and parents. The course also emphasises safeguarding and promoting the welfare of children, as well as inclusive practice to meet the needs of all learners.
The content is structured around key areas such as child and young person development, supporting learning activities, promoting positive behaviour, and developing professional relationships. Students will learn how to contribute to planning and evaluating learning activities, use technology to support learning, and understand the principles of equality, diversity, and inclusion. This qualification is a stepping stone to higher-level roles in education, such as Higher Level Teaching Assistant (HLTA) or specialist support roles.
Mastery of this topic is crucial for anyone aspiring to work effectively in a school environment. It provides a solid foundation in educational theory and practice, ensuring that support staff can make a meaningful difference to pupils' educational outcomes. The qualification is recognised by employers and aligns with the Professional Standards for Teaching Assistants, making it a valuable asset for career progression.
Key Concepts
Core ideas you must understand for this topic
- →Child development: Understanding physical, intellectual, emotional, and social development from birth to 19 years, including key theories like Piaget, Vygotsky, and Bowlby.
- →Safeguarding: Knowing how to recognise signs of abuse, follow reporting procedures, and promote a safe environment in line with 'Working Together to Safeguard Children'.
- →Inclusive practice: Adapting support to meet the needs of all pupils, including those with SEND, EAL, or from diverse backgrounds, in line with the Equality Act 2010 and SEND Code of Practice.
- →Assessment for learning: Using formative assessment techniques such as observation, questioning, and feedback to support pupil progress and inform planning.
- →Professional relationships: Working effectively with teachers, parents, and other professionals, maintaining confidentiality and professional boundaries.
Learning Objectives
What you need to know and understand
- Be able to develop professional relationships with children and young people, Be able to communicate with children and young people, Be able to develop professional relationships with adults, Be able to support children and young people in developing relationships, Be able to comply with policies and procedures for confidentiality, sharing information and data protection
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating effective use of active listening and open questions to encourage children and young people to express themselves.
- Award credit for evidence of adapting communication style to suit the age, developmental stage, and individual needs of the child or young person.
- Award credit for clearly outlining the boundaries of professional relationships, including maintaining appropriate physical and emotional distance.
- Award credit for showing how they establish rapport with adults, including colleagues, parents and other professionals, through respectful and collaborative communication.
- Award credit for describing strategies used to support children and young people in developing positive peer relationships, such as facilitating group activities and modelling conflict resolution.
- Award credit for accurately explaining the key principles of confidentiality, data protection and information sharing, including when and how information may be shared without consent.
Assessment Guidance
Guidance for achieving higher grades
- 💡Provide specific, real-world examples from your placement setting to illustrate how you apply each concept, as this demonstrates practical competence.
- 💡Make explicit links to your school’s policies (e.g., behaviour, confidentiality, safeguarding) and relevant legislation such as the Data Protection Act 2018.
- 💡Reflect on the impact of your actions: explain how your communication and relationship-building strategies have positively influenced children’s development and well-being.
- 💡Clearly differentiate between professional and personal relationships in your writing, using separate sections or clear transitions to avoid confusion.
- 💡When addressing confidentiality, always state the general rule (maintain confidentiality) before discussing exceptions, and justify any exceptions using safeguarding principles.
- 💡Always use specific examples from school practice to illustrate your points, such as a particular strategy used during a literacy lesson or a behaviour management technique.
- 💡When answering questions about legislation, mention the specific act or guidance (e.g., Equality Act 2010, SEND Code of Practice) and explain how it applies to your role.
- 💡For questions on assessment, distinguish clearly between formative and summative assessment, and give concrete examples of each, such as observation for formative and SATs for summative.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that being friendly with children is the same as having a professional relationship, leading to blurred boundaries.
- Sharing personal information or opinions with children and young people in an attempt to build rapport, which compromises professional integrity.
- Neglecting to adapt communication for children with additional needs, such as those with speech, language or communication difficulties.
- Forgetting to maintain confidentiality when discussing children with colleagues in shared spaces, inadvertently breaching data protection.
- Not recognising that professional relationships with adults also require mutual respect and clear boundaries, resulting in unprofessional conflicts.
- Failing to seek guidance when unsure about whether to share sensitive information, leading to incorrect disclosure decisions.
- Misconception: Safeguarding is only about protecting children from physical abuse. Correction: Safeguarding covers all forms of maltreatment, including neglect, emotional abuse, and online safety, as well as promoting children's welfare and health.
- Misconception: Differentiation means giving every pupil a different worksheet. Correction: Differentiation involves adapting teaching methods, resources, and support to meet individual needs, which can be done through grouping, scaffolding, or using varied questioning techniques.
- Misconception: Teaching assistants only work with pupils who have SEND. Correction: Teaching assistants support all pupils, including those who are gifted and talented, and contribute to whole-class learning under the teacher's direction.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on child development theories and stages. Create flashcards for key theorists (Piaget, Vygotsky, Bowlby) and their main ideas. Practice applying these to case studies.
- 2Week 2: Study safeguarding policies and procedures. Read 'Working Together to Safeguard Children' and summarise key points. Complete practice questions on recognising signs of abuse and reporting.
- 3Week 3: Explore inclusive practice and differentiation. Review the SEND Code of Practice and Equality Act 2010. Write examples of how you would differentiate for a pupil with dyslexia or EAL.
- 4Week 4: Revise assessment methods and professional relationships. Practice writing observation notes and feedback. Role-play scenarios with a study partner to build confidence.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: Define key terms (e.g., 'What is meant by inclusive practice?') – answer concisely with a definition and example.
- 📋Scenario-based questions: Describe how you would support a pupil with a specific need (e.g., 'A pupil with ADHD is struggling to focus. What strategies would you use?') – structure your answer with clear, practical steps.
- 📋Extended writing: Explain the importance of a concept (e.g., 'Explain why safeguarding is important in schools') – use a clear introduction, several paragraphs with examples, and a conclusion.
- 📋Multiple-choice questions: Test knowledge of legislation or definitions – read each option carefully and eliminate obviously wrong answers.
Command Word Expectations (CITY & GUILDS LIMITED)
What examiners look for when using specific command words in this specification
Provide a detailed account of a topic, including key features, characteristics, or steps. Use specific examples to illustrate your points.
Give reasons or causes for something, showing how and why it occurs. Link ideas logically and use evidence or examples to support your explanation.
Make a judgement about the value or effectiveness of something, considering strengths and weaknesses. Support your judgement with evidence and reach a balanced conclusion.
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 teaching assistant is supporting a Year 4 pupil with dyslexia during a reading comprehension task. Describe three specific strategies the assistant could use to differentiate the activity.
- 1.Step 1: Identify the pupil's specific need (dyslexia affects reading fluency and decoding).
- 2.Step 2: Consider differentiation by content (e.g., provide text in a dyslexia-friendly font like Arial, size 14, on cream paper).
- 3.Step 3: Consider differentiation by process (e.g., use a coloured overlay, allow the pupil to listen to an audio version, or chunk the text into smaller sections).
- 4.Step 4: Consider differentiation by product (e.g., allow the pupil to answer questions verbally or use a mind map instead of written answers).
Question: Explain the difference between formal and informal assessment, and give one example of each used in a primary school setting.
- 1.Step 1: Define formal assessment as standardised, structured, and often summative, used to measure attainment against benchmarks.
- 2.Step 2: Define informal assessment as ongoing, flexible, and formative, used to monitor progress and inform teaching.
- 3.Step 3: Provide an example of formal assessment: SATs (Standard Assessment Tests) at the end of Key Stage 2.
- 4.Step 4: Provide an example of informal assessment: observing a pupil during a group activity and noting their contributions.
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 CITY & GUILDS LIMITED Develop professional relationships with children, young people and adults
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 UK education system, including key stages and the national curriculum.
- •Experience working or volunteering in a school setting is beneficial but not essential.
- •Completion of a Level 2 qualification in Supporting Teaching and Learning or equivalent is recommended.
Coursework AI Review
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Key Terminology
Essential terms to know
- Be able to develop professional relationships with children and young people, Be able to communicate with children and young people, Be able to develop professional relationships with adults, Be able to support children and young people in developing relationships, Be able to comply with policies and procedures for confidentiality, sharing information and data protection
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