Develop interviewing skills for work with children and young people — City & Guilds Limited Vocationally-Related Qualification Teaching & Education Revision

    This subtopic focuses on developing essential interviewing skills for supporting children and young people in educational settings. It covers the full inte

    Topic Synopsis

    This subtopic focuses on developing essential interviewing skills for supporting children and young people in educational settings. It covers the full interview cycle—from preparation and planning to conducting the interview and implementing follow-up actions—ensuring practitioners can communicate effectively, safeguard welfare, and contribute to holistic support.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Develop interviewing skills for work with children and young people

    CITY & GUILDS LIMITED
    vocational

    This subtopic focuses on developing essential interviewing skills for supporting children and young people in educational settings. It covers the full interview cycle—from preparation and planning to conducting the interview and implementing follow-up actions—ensuring practitioners can communicate effectively, safeguard welfare, and contribute to holistic support.

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    Learning Outcomes
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    Assessment Guidance
    5
    Key Skills
    6
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

    Topic Overview

    The City & Guilds Level 3 Diploma in Specialist Support for Teaching and Learning in Schools is a comprehensive qualification designed for teaching assistants, learning support assistants, and other support staff who work closely with teachers to enhance the educational experience of pupils. This diploma covers a wide range of topics, including child development, safeguarding, communication, and behaviour management, all within the context of the UK education system. It is a vocationally-related qualification that combines theoretical knowledge with practical application, preparing you to work effectively in primary, secondary, or special educational needs settings.

    This qualification is crucial because it equips you with the skills to provide targeted support to individuals and groups, helping to raise achievement and promote inclusion. You will learn how to work alongside teachers to plan and deliver lessons, assess progress, and adapt resources to meet diverse needs. The diploma also emphasises the importance of professional boundaries, confidentiality, and reflective practice, ensuring you can contribute positively to the school environment. By completing this course, you demonstrate a high level of competence and commitment to your role, which can lead to career progression opportunities such as higher-level teaching assistant (HLTA) status or further study in education.

    Within the wider subject of Teaching and Education, this diploma sits as a key stepping stone for support staff. It builds on foundational knowledge from Level 2 qualifications and provides the depth needed to take on more responsibility. The qualification is structured around mandatory units, such as 'Understand Child and Young Person Development' and 'Support Learning Activities', alongside optional units that allow you to specialise in areas like literacy, numeracy, or supporting children with disabilities. This flexibility ensures the diploma is relevant to your specific role and interests, making it a valuable asset in your professional development.

    Key Concepts

    Core ideas you must understand for this topic

    • →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: Knowing the legal and procedural frameworks, including the Children Act 2004 and Keeping Children Safe in Education, to protect pupils from harm.
    • →Supporting learning activities: Assisting teachers in planning, delivering, and evaluating lessons, including differentiation, scaffolding, and using resources effectively.
    • →Communication and professional relationships: Developing skills to build trust with pupils, parents, and colleagues, while maintaining confidentiality and professional boundaries.
    • →Behaviour management: Applying strategies to promote positive behaviour, such as setting clear expectations, using rewards and sanctions, and de-escalation techniques.

    Learning Objectives

    What you need to know and understand

    • Describe the key stages of interview preparation for working with children and young people
    • Plan an appropriate interview environment and structure to meet individual needs
    • Demonstrate effective questioning and active listening techniques during interviews
    • Apply safeguarding principles and confidentiality when conducting interviews with children and young people
    • Evaluate own interview performance to identify strengths and areas for improvement

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating how to adapt the interview setting and approach based on the child's age, developmental stage, and any additional needs
    • Award credit for using open-ended questions and prompts to encourage the child or young person to share their views
    • Award credit for implementing appropriate follow-up actions, such as sharing information with relevant colleagues or updating records in line with setting policies
    • Award credit for evidencing awareness of safeguarding procedures, including how to respond to disclosures

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When providing evidence, use real examples from your practice (with anonymised details) to show how you prepared for, conducted, and followed up an interview
    • 💡Explicitly reference your setting's policies on confidentiality, safeguarding, and information sharing in your reflections and write-ups
    • 💡Demonstrate understanding of how child development theories inform your communication approach, such as adjusting language and methods for different ages
    • 💡Include self-evaluation notes on what went well and what you would do differently next time to show reflective practice
    • 💡Use specific examples from your own practice in assignments and assessments. For instance, when discussing supporting learning activities, describe a real lesson where you adapted resources for a child with dyslexia. This shows you can apply theory to practice.
    • 💡Always link your answers to relevant legislation, policies, or frameworks. For example, when writing about safeguarding, reference the specific sections of 'Keeping Children Safe in Education' that apply to your role. This demonstrates depth of knowledge.
    • 💡Pay close attention to the command words in questions, such as 'explain', 'evaluate', or 'analyse'. A common mistake is to describe rather than analyse. For 'evaluate', you must weigh up pros and cons and give a reasoned conclusion.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming all children communicate in the same way without considering individual differences or needs
    • Using leading or closed questions that limit the child's responses and may introduce bias
    • Failing to establish rapport or make the child feel at ease before starting the formal interview
    • Neglecting to record accurate, objective notes immediately after the interview, leading to incomplete or subjective records
    • Overlooking safeguarding protocols when a disclosure is made, such as promising confidentiality
    • Misconception: 'Support staff are just helpers who follow instructions without needing to understand the curriculum.' Correction: You are expected to have a solid understanding of the curriculum and learning objectives to effectively support pupils and contribute to planning and assessment.
    • Misconception: 'Safeguarding is only about reporting abuse.' Correction: Safeguarding also includes promoting health and safety, online safety, and creating a nurturing environment. You must be vigilant in all aspects of a child's wellbeing.
    • Misconception: 'Behaviour management is the teacher's job, not mine.' Correction: As a support staff member, you play a key role in implementing behaviour policies, modelling positive behaviour, and using consistent strategies to manage behaviour in your interactions.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A good standard of literacy and numeracy, typically equivalent to GCSE grade C/4 or above, as you will need to support pupils in these areas.
    • •Experience working or volunteering in a school setting is highly beneficial, as it provides practical context for the diploma content.
    • •Completion of a Level 2 qualification in Supporting Teaching and Learning or equivalent is recommended, but not always mandatory, depending on the training provider.

    Key Terminology

    Essential terms to know

    • Interview preparation and planning
    • Child-centred communication
    • Questioning and listening techniques
    • Safeguarding and confidentiality
    • Recording and reporting
    • Reflective practice and follow-up

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