Move and position individuals in accordance with their plan of care — City & Guilds Limited Occupational Qualification Learning Support Revision
This subtopic focuses on the safe and effective moving and positioning of individuals, particularly pupils with physical disabilities, in accordance with t
Topic Synopsis
This subtopic focuses on the safe and effective moving and positioning of individuals, particularly pupils with physical disabilities, in accordance with their personalised care plans. It integrates knowledge of anatomy, legislation, and risk assessment to maintain dignity and prevent injury, both to the pupil and the support worker, while promoting independence and participation in school activities.
Key Concepts & Core Principles
- Child and young person development: Understanding the physical, intellectual, emotional, and social development stages from birth to 19 years, and how these affect learning and behaviour.
- Safeguarding and promoting the welfare of children: Knowledge of legislation (e.g., Children Act 2004, Keeping Children Safe in Education) and procedures for responding to concerns, including signs of abuse and neglect.
- Equality, diversity, and inclusion: Applying the Equality Act 2010 to ensure all pupils have equal access to learning, and adapting support to meet diverse needs, including those with SEND.
- Supporting learning activities: Planning, delivering, and evaluating activities under teacher direction, including differentiation, scaffolding, and using resources effectively to promote pupil progress.
- Positive behaviour management: Implementing school behaviour policies, using strategies to encourage positive behaviour, and understanding the impact of the environment and relationships on behaviour.
Exam Tips & Revision Strategies
- In assessment scenarios, always verbally outline the steps you are taking, including checking the care plan and risk assessment, to show your thought process.
- Practice with different types of equipment (hoists, slide sheets) to be able to discuss their appropriate use in evidence.
- Remember that 'person-centred' means tailoring the approach to the individual pupil, so reference their preferences and involvement.
Common Misconceptions & Mistakes to Avoid
- Assuming that a pupil's care plan is static and not needing regular review or adaptation to changing needs.
- Failing to communicate effectively with the pupil before and during the move, overlooking their consent and dignity.
- Using incorrect body mechanics, such as bending from the waist instead of using the legs, leading to potential injury.
Examiner Marking Points
- Award credit for demonstrating an understanding of the key legislation, such as the Manual Handling Operations Regulations 1992, and how it applies within a school setting.
- Evidence of thorough risk assessment prior to moving, including checking the environment, equipment, and the individual's readiness.
- Demonstration of correct biomechanics and use of appropriate moving and handling techniques to protect own back and ensure the pupil's safety.