Support children and young people’s health and safety
This element equips learners with the knowledge and skills to ensure the health and safety of children and young people within an educational setting. It covers key legislation and policies, practical risk recognition and management, and the ability to support children in assessing and managing risks themselves. Additionally, it prepares learners to respond appropriately to emergency situations, ensuring the welfare of all is maintained.
Assessment criteria
Topic Overview
The City & Guilds Level 3 Certificate in Supporting Teaching and Learning in Schools is a vocational qualification designed for teaching assistants, learning support assistants, and other support staff working in primary, secondary, or special educational needs settings. This certificate equips you with the knowledge and skills to effectively support teachers, promote positive learning environments, and assist pupils with their academic and personal development. It covers key areas such as child development, safeguarding, behaviour management, and inclusive practice, ensuring you can contribute meaningfully to the school team and help every pupil reach their potential.
This qualification is essential for anyone looking to progress in a support role within UK schools, as it meets the national occupational standards for teaching assistants. You will learn how to work collaboratively with teachers to plan and deliver lessons, support pupils with special educational needs and disabilities (SEND), and implement strategies to manage behaviour and promote well-being. The course also emphasises the importance of professional boundaries, confidentiality, and reflective practice, preparing you for real-world challenges in the classroom. By the end, you will be confident in your ability to support teaching and learning across all key stages, making a tangible difference to pupils' educational experiences.
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 report concerns, including signs of abuse, neglect, and radicalisation.
- →Inclusive practice: Adapting support to meet the diverse needs of all pupils, including those with SEND, English as an additional language (EAL), or from different cultural backgrounds, in line with the Equality Act 2010.
- →Behaviour management: Applying positive behaviour support strategies, such as setting clear expectations, using de-escalation techniques, and understanding the impact of trauma or attachment issues on behaviour.
- →Supporting learning activities: Assisting teachers with planning, delivering, and evaluating lessons, including differentiation, scaffolding, and using assessment for learning to track pupil progress.
- →Professional boundaries and confidentiality: Maintaining appropriate relationships with pupils, parents, and colleagues, and knowing when and how to share information in line with data protection laws (GDPR) and school policies.
Learning Objectives
What you need to know and understand
- Know the legislative and policy framework for health and safety, Be able to recognise and manage risks to children and young people’s health, safety and security, Be able to support children and young people to assess and manage risk, Be able to respond to emergency situations
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate knowledge of key health and safety legislation such as the Health and Safety at Work Act 1974 and relevant school policies.
- Award credit for correctly identifying hazards in a given environment and implementing appropriate control measures in line with a risk assessment.
- Award credit for effectively supporting a child or young person to conduct a simple risk assessment, encouraging age-appropriate decision-making.
- Award credit for describing and, where simulated, applying correct emergency procedures (e.g., fire evacuation, first aid) while maintaining calm and following school protocols.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering scenario-based questions, always make explicit reference to relevant school policies and legislation (e.g., 'In line with the school’s Health and Safety Policy...').
- 💡In practical demonstrations or reflective accounts, detail your communication with children about risks, showing how you empowered them to make safe choices.
- 💡For emergency response, memorise the key steps of common procedures (e.g., DR ABC for first aid, fire evacuation routes) and explain calmly how you would apply them.
- 💡When answering questions about safeguarding, always refer to specific legislation or guidance (e.g., 'Keeping Children Safe in Education 2023') and mention the importance of following your school's policy. This shows you understand the legal framework, not just general principles.
- 💡For questions on supporting learning, use concrete examples from your own practice (or hypothetical ones) to demonstrate how you differentiate activities, use questioning techniques, or provide feedback. Avoid vague statements like 'I help pupils' – be specific about what you do and why.
- 💡In questions about professional boundaries, discuss scenarios where confidentiality might be breached (e.g., risk of harm) and explain the correct procedure. This shows you can apply ethical principles to real situations, which is a key skill for the role.
Common Mistakes
Common errors to avoid in your coursework
- Confusing general health and safety guidance with statutory legislation, leading to incomplete references in assignments.
- Failing to involve children and young people in risk assessment processes, instead simply instructing them on what to avoid.
- Overlooking the need to report minor incidents or accidents immediately, assuming they are not serious enough.
- Misconception: Teaching assistants only work with low-ability pupils or those with SEND. Correction: While you may provide targeted support, your role is to support all pupils in the class, including high achievers, and to assist the teacher with whole-class activities, group work, and resource preparation.
- Misconception: Safeguarding is solely the responsibility of the designated safeguarding lead (DSL). Correction: Every staff member has a duty to report concerns. You must know your school's safeguarding policy and procedures, and you should never assume someone else has already reported a concern.
- Misconception: Behaviour management means being strict and punitive. Correction: Effective behaviour management focuses on positive reinforcement, building relationships, and understanding underlying causes. Sanctions are used as a last resort, and the goal is to teach self-regulation, not just compliance.
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 Support children and young people’s health and safety
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 good standard of literacy and numeracy (e.g., GCSEs at grade C/4 or equivalent) is typically required, as you will need to support pupils with reading, writing, and maths.
- •Experience working or volunteering with children in an educational setting is highly beneficial, as it helps you relate theory to practice and provides examples for your assignments.
- •An understanding of basic child development (e.g., milestones for different ages) is useful before starting, as the course builds on this knowledge.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Know the legislative and policy framework for health and safety, Be able to recognise and manage risks to children and young people’s health, safety and security, Be able to support children and young people to assess and manage risk, Be able to respond to emergency situations
Ready to learn?
AI-powered learning tailored to this unit