Maintain and support relationships with children and young people — City & Guilds Limited Occupational Qualification Learning Support Revision

    This subtopic focuses on the essential skills and strategies for effectively communicating and building positive, professional relationships with children

    Topic Synopsis

    This subtopic focuses on the essential skills and strategies for effectively communicating and building positive, professional relationships with children and young people in educational settings. It also covers techniques to support children in developing healthy peer relationships and interactions with other adults, fostering an inclusive and supportive learning environment. Practitioners learn to adapt their approach to meet diverse needs, ensuring every child feels valued and understood.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Maintain and support relationships with children and young people

    CITY & GUILDS LIMITED
    vocational

    This subtopic focuses on the essential skills and strategies for effectively communicating and building positive, professional relationships with children and young people in educational settings. It also covers techniques to support children in developing healthy peer relationships and interactions with other adults, fostering an inclusive and supportive learning environment. Practitioners learn to adapt their approach to meet diverse needs, ensuring every child feels valued and understood.

    5
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    5
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools is a vocational qualification designed for individuals working or volunteering in a school setting, typically as a teaching assistant, learning support assistant, or similar role. This qualification provides the foundational knowledge and skills required to support teachers and pupils effectively, covering areas such as child development, safeguarding, communication, and promoting positive behaviour. It is a key stepping stone for those pursuing a career in education, as it equips learners with practical strategies to enhance learning experiences and contribute to a safe, inclusive school environment.

    The certificate is structured around mandatory units that address the core responsibilities of a support role, including understanding school policies, supporting literacy and numeracy activities, and helping with classroom management. Learners explore how to adapt support to meet individual needs, including those with special educational needs and disabilities (SEND), and learn to work collaboratively with teachers, parents, and external professionals. This qualification is highly valued by schools as it ensures support staff are competent, confident, and compliant with current educational standards, such as the Teachers' Standards and the SEND Code of Practice.

    Mastery of this qualification is crucial because it directly impacts the quality of support pupils receive, influencing their academic progress and personal development. By understanding the principles of effective support, learners can help create a positive learning environment where every child can thrive. The qualification also serves as a foundation for further study, such as the Level 3 Diploma in Supporting Teaching and Learning, and opens doors to roles like higher-level teaching assistant (HLTA) or specialist support positions.

    Key Concepts

    Core ideas you must understand for this topic

    • →Safeguarding and promoting the welfare of children: Understanding statutory guidance (e.g., Keeping Children Safe in Education) and knowing how to recognise and respond to signs of abuse or neglect.
    • →Child development from birth to 19 years: Knowledge of physical, cognitive, social, and emotional development stages to tailor support appropriately.
    • →Positive behaviour management: Strategies to encourage good behaviour, de-escalate conflict, and apply consistent consequences in line with school policy.
    • →Inclusive practice: Adapting support to meet diverse needs, including those with SEND, English as an additional language (EAL), or different learning styles.
    • →Effective communication and teamwork: Building positive relationships with pupils, teachers, parents, and external agencies to support learning outcomes.

    Learning Objectives

    What you need to know and understand

    • Demonstrate a range of verbal and non-verbal communication methods to engage children effectively.
    • Apply strategies to establish and sustain trusting relationships with children and young people.
    • Facilitate activities that encourage positive interactions between children and their peers.
    • Evaluate own practice in supporting children's relationships, identifying areas for improvement.
    • Adapt communication and support to accommodate children with additional needs or communication barriers.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clear evidence of adapting communication style to suit the child's age and developmental stage.
    • Look for examples where the learner has used praise and encouragement to reinforce positive behaviour.
    • Credit should be given for identifying and effectively managing conflicts between children using restorative approaches.
    • Evidence of maintaining confidentiality and appropriate professional boundaries in all interactions.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference the setting's policies on safeguarding and equality when discussing relationships.
    • 💡Use real-life case studies or observations from placement to illustrate key points.
    • 💡Ensure you demonstrate an understanding of the difference between being friendly and being a friend.
    • 💡Use specific examples from your school experience to illustrate your answers. For instance, when discussing supporting literacy, describe a time you helped a child with phonics using a multisensory approach.
    • 💡Link your answers to official frameworks and legislation, such as the SEND Code of Practice or the Early Years Foundation Stage (EYFS) statutory framework. This shows depth of understanding.
    • 💡In written assessments, structure your responses clearly: state the concept, explain its importance, and then provide a practical application. Avoid vague statements like 'it's important' without justification.

    Common Mistakes

    Common errors to avoid in your coursework

    • Talking at children rather than engaging in two-way dialogue, missing their perspectives.
    • Failing to recognise and address power imbalances, leading to ineffective support for peer relationships.
    • Over-reliance on verbal instructions with children who have communication difficulties.
    • Misconception: Teaching assistants only work with low-ability pupils. Correction: TAs support all pupils, including high achievers, and may lead small groups or whole-class activities under teacher direction.
    • Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead. Correction: Everyone in school has a duty to safeguard children; TAs must report concerns promptly and follow procedures.
    • Misconception: Behaviour management is about punishment. Correction: Effective behaviour management focuses on positive reinforcement, clear expectations, and teaching self-regulation skills.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of the UK education system, including key stages and school types (e.g., maintained schools, academies).
    • •Experience working or volunteering in a school setting is beneficial but not mandatory; however, learners must have access to a school placement for assessment.
    • •Completion of a Level 1 qualification in a related subject (e.g., Introduction to Supporting Teaching and Learning) can be helpful but is not required.

    Key Terminology

    Essential terms to know

    • Effective communication with children
    • Building trust and rapport
    • Promoting peer relationships
    • Professional boundaries in support roles
    • Inclusive practice and diversity

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