Move and position individuals in accordance with their plan of care — Focus Awards Limited Occupational Qualification Learning Support Revision
This element focuses on the safe and effective moving and positioning of individuals, particularly children and young people with physical disabilities or
Topic Synopsis
This element focuses on the safe and effective moving and positioning of individuals, particularly children and young people with physical disabilities or mobility needs, within a school setting. Learners will explore key anatomy and physiology, relevant legislation and policies, risk assessment processes, and practical techniques to ensure dignity, safety, and compliance with individual care plans. Mastery of these skills enables support staff to facilitate access to learning activities while preventing injury to both the individual and themselves.
Key Concepts & Core Principles
- Safeguarding and promoting the welfare of children: Understanding legal requirements (e.g., Keeping Children Safe in Education) and how to recognise signs of abuse, respond appropriately, and follow reporting procedures.
- Supporting learning activities: Assisting teachers in planning, delivering, and evaluating lessons, including differentiating tasks for pupils with special educational needs or disabilities (SEND).
- Positive behaviour management: Using strategies to encourage good behaviour, de-escalate conflict, and apply school behaviour policies consistently.
- Communication and professional relationships: Building effective rapport with pupils, teachers, parents, and external professionals while maintaining confidentiality and professional boundaries.
- Child development from birth to 19 years: Understanding physical, cognitive, social, and emotional development stages to tailor support appropriately.
Exam Tips & Revision Strategies
- In assessments, always start with a verbal risk assessment and justification for the chosen moving technique, even in a simulated setting; this demonstrates a systematic approach.
- Make explicit reference to the individual's care plan and how it informs your actions; don't just perform the move—explain why you are doing it that way.
- When describing legislation, link it to practical scenarios in schools, e.g., applying the Manual Handling Operations Regulations during a hoist transfer of a pupil with cerebral palsy.
- If unsure about any aspect of a move, clearly state that you would seek advice from a senior colleague or a health professional, showing an understanding of your own limitations and the multi-disciplinary team.
Common Misconceptions & Mistakes to Avoid
- Assuming that all individuals can be moved using the same technique without consulting their specific care plan or risk assessment.
- Overlooking the importance of checking moving and handling equipment for defects before use, which can lead to accidents.
- Failing to involve the individual and respect their choices, thereby compromising their dignity and autonomy, especially in a school environment where pupils may have communication difficulties.
- Not updating records or reporting changes in the individual's mobility or condition to the appropriate professional, such as a physiotherapist or occupational therapist.
Examiner Marking Points
- Award credit for demonstrating understanding of the spine's structure and how incorrect lifting can cause injury, linking this to safe manual handling principles.
- Credit given for identifying relevant legislation such as the Manual Handling Operations Regulations 1992 and explaining its application in a school context.
- Evidence of conducting a dynamic risk assessment prior to moving an individual, including checking the environment, equipment, and the individual's current condition, and recording findings appropriately.
- Demonstrate effective communication with the individual before and during the move, explaining each step, obtaining consent, and respecting their preferences as outlined in the care plan.