Communication and professional relationships with children, young people and adults
This unit emphasizes building trusting, respectful relationships through effective communication while adhering to legal and ethical frameworks. Learners explore verbal and non-verbal strategies, active listening, and adapting communication for diverse needs, alongside policies like GDPR that govern information sharing and confidentiality in educational settings.
Assessment criteria
Topic Overview
The TQUK Level 3 Award in Supporting Teaching and Learning in Schools (RQF) is a foundational qualification for teaching assistants, learning support assistants, and other support staff in primary, secondary, or special schools. It covers the essential knowledge and skills required to work under the direction of a teacher, supporting pupils' learning, development, and well-being. The qualification is regulated by Ofqual and is part of the national framework, making it widely recognised by schools and local authorities across England.
This award focuses on key areas such as understanding the roles and responsibilities of a teaching assistant, promoting positive behaviour, supporting literacy and numeracy development, and contributing to the planning and evaluation of learning activities. It also emphasises the importance of safeguarding, equality, and inclusion, ensuring that support staff can create a safe and inclusive learning environment. By completing this qualification, students gain the confidence and competence to make a meaningful impact on pupils' educational outcomes and personal development.
In the wider context of school support, this award sits within a suite of qualifications that enable career progression. It provides a solid foundation for further study, such as the Level 3 Certificate or Diploma in Supporting Teaching and Learning, or specialist roles like higher-level teaching assistant (HLTA). For schools, employing qualified support staff helps meet statutory requirements and enhances the quality of teaching and learning. This qualification is therefore a crucial step for anyone seeking a rewarding career in education.
Key Concepts
Core ideas you must understand for this topic
- →Roles and responsibilities: Understanding the boundaries of the teaching assistant role, including when to refer to the teacher, and how to work within school policies and procedures.
- →Safeguarding and child protection: Knowing how to recognise signs of abuse, follow reporting procedures, and maintain a safe environment for all pupils.
- →Supporting learning activities: Assisting with planning, delivering, and evaluating lessons, including differentiating tasks to meet individual needs and using resources effectively.
- →Promoting positive behaviour: Applying strategies to encourage good behaviour, understanding the reasons behind challenging behaviour, and using de-escalation techniques.
- →Equality, diversity, and inclusion: Ensuring all pupils have equal access to learning, respecting cultural differences, and adapting support to meet the needs of pupils with SEND.
Learning Objectives
What you need to know and understand
- Understand the principles of developing positive relationships with children, young people and adults, Understand how to communicate with children, young people and adults, Understand legislation, policies and procedures for confidentiality and sharing information, including data protection
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating an understanding of how active listening and empathetic responses foster mutual respect.
- Evidence must show application of confidentiality protocols, such as obtaining consent before sharing information and securely storing records.
- Expect learners to explain how adapting communication styles (e.g., for children with SEND or EAL) meets individual needs and promotes inclusivity.
Assessment Guidance
Guidance for achieving higher grades
- 💡In assignment scenarios, always reference specific policies like the school’s confidentiality policy and GDPR principles to justify actions.
- 💡Use real-life examples from placement to illustrate how you built rapport, such as through regular one-on-one time or consistent respectful communication.
- 💡When answering questions about roles and responsibilities, always refer to the school's policies and the teacher's direction. Show that you understand the limits of your role and when to seek advice.
- 💡For questions on supporting learning, use specific examples of how you would adapt activities for different learners (e.g., visual aids for a dyslexic pupil, or additional scaffolding for an EAL student). This demonstrates practical application.
- 💡In behaviour management questions, emphasise proactive strategies (e.g., positive reinforcement, clear routines) over reactive ones. Examiners want to see that you can prevent issues, not just respond to them.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that maintaining confidentiality means never sharing information, rather than understanding lawful exceptions (e.g., safeguarding concerns).
- Overlooking non-verbal cues, such as body language and facial expressions, which can contradict verbal messages and undermine trust.
- Misconception: Teaching assistants are just 'helpers' who only do administrative tasks. Correction: TAs play a key pedagogical role, directly supporting learning under the teacher's guidance, and are involved in planning, assessment, and behaviour management.
- Misconception: Safeguarding is only about protecting children from physical harm. Correction: Safeguarding also includes emotional well-being, online safety, and preventing neglect. TAs must be vigilant about all forms of abuse and know the correct reporting channels.
- Misconception: Differentiation means giving less work to struggling pupils. Correction: Differentiation involves adapting the task, resources, or support to enable all pupils to access the same learning objectives, not reducing expectations.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Communication and 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 good standard of English and maths (e.g., GCSE grade C/4 or equivalent) is recommended, as you will be supporting literacy and numeracy.
- •Basic understanding of child development (e.g., from GCSE Psychology or Child Development) can be helpful but is not essential.
- •Experience working with children in a voluntary or paid capacity (e.g., as a parent helper, scout leader, or sports coach) provides valuable context for the course content.
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Key Terminology
Essential terms to know
- Understand the principles of developing positive relationships with children, young people and adults, Understand how to communicate with children, young people and adults, Understand legislation, policies and procedures for confidentiality and sharing information, including data protection
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