Overview
Level up your learning efficiency in the childcare sector and expertise yourself with OnDemand residential childcare quality with our intensive Ofqual regulated 62 credit TQUK Level 3 Diploma for Residential Childcare (RQF) qualification and engage with super exciting career opportunities!
Our TQUK Level 3 Diploma for Residential Childcare (RQF) is acknowledged by TQUK, one of the leading Awarding Organisations in the UK. TQUK is recognised by the Office of Qualifications and Examinations Regulation (Ofqual) in England, CCEA Regulation in Northern Ireland, and Qualifications Wales.
This TQUK Level 3 Diploma for Residential Childcare (RQF) qualification materials and guidelines have been crafted by child experts and care professionals. this super engaging qualification will enable you to learn both practical and theoretical manner. You must achieve 62 credits from 17 mandatory units to successfully complete this qualification and will be awarded a widely renowned credential for it. Moreover, it is a self-paced qualification, so you will learn the skills with your own comfort.
Enrol now and Brighten up your career with flying colors!!!
Qualification Summary
- Qualification type: TQUK Level 3 Diploma
- Qualification title: TQUK Level 3 Diploma for Residential Childcare (RQF)
- Accreditation status: Accredited
- Level: 3
- Guided Learning Hours (GLH): 152
- Total Qualification Time (TQT): 620
- Qualification number (QN): 603/5555/4
Course Duration
- Total Qualification Time
This is an estimate of the total length of time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the award of the qualification i.e. to achieve all learning outcomes.
Total Qualification Time is GLH and an estimate of the number of hours a learner is likely to spend in preparation, study, or any other learning including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor, or tutor. The credit value, where given, for qualification, is determined by TQT, as one credit corresponds to 10 hours of learning.
Total Qualification Time for this qualification is 620 hours.
- Guided Learning Hours
These hours are made up of all contact time, guidance, or supervision of a learner by a lecturer, supervisor, tutor, trainer, or other
appropriate provider of education or training.
Guided Learning Hours for this qualification is 152.
Assessment
- The qualification is assessed by internally set and marked assessments subject to external quality assurance.
- All learning outcomes which assess knowledge and understanding (usually beginning with ‘Understand’) may be assessed through, for example, internally set and marked written assignments, tasks, records of oral or written questions, work books or other portfolio evidence, Achievement of the qualification includes demonstration of practical skills and confirmation of workplace competence (usually learning outcomes beginning with ‘Be able to’). Portfolio evidence must include observation of learner performance in real work situations Details of specific requirements and where simulation is /is not permitted is included in the unit specifications.
- Materials for internal assessment must be submitted to TQUK for approval prior to use and must be mapped to the relevant unit, learning outcome and assessment criteria.
- All learning outcomes and assessment criteria must be met to achieve a pass – there is no grading.
Certification
Successful candidates will be awarded a TQUK Level 3 Diploma for Residential Childcare (RQF) from Training Qualifications UK Ltd.
Requirement
TQUK Level 3 Diploma for Residential Childcare (RQF) qualification does not have any specific entry requirements for students. However, you must be at least 16 years old or above to register and undergo an initial assessment.
Who is This Course for
Our extensive TQUK Level 3 Diploma for Residential Childcare (RQF) qualification is suitable for ambitious learners who are already working or considering working in the childcare sector.
The qualification is also suitable for individuals who:
- Wish to join in a childcare worker role
- Beginner this field and wish to acquire in-demand health care skills
- Wish to gain formal recognition of their skills
- Want to study from home at their own convenience
Progression
Successful learners can progress to other qualifications such as:
- Level 4 Diploma in Leadership and Management
- Level 5 Award in Leadership and Management
- Level 5 Diploma in Leadership and Management for Residential Childcare
- Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services
Learners may progress to the Children, Young People and Families Practitioner apprenticeship(https://www.instituteforapprenticeships.org/apprenticeship standards/children-young-people- and-families-practitioner/). Progression can also be made into industry, with learners having the potential to become residential childcare workers, or higher roles in other adult or children and young people’s work environments.
Career path
TQUK Level 3 Diploma for Residential Childcare (RQF)
You will have the ability to accomplish a lot of things with this certificate. Here are just a few examples:
- Childcare Assistant
- Senior childcare Support Worker
- Personal Health Assistant
- Child therapist
- Child Nursing Support Professional
TQUK:
TQUK, namely Training Qualifications UK Ltd. is the UK’s most creative, contemporary, and fastest-growing awarding organisation. TQUK is a well-established awarding organisation governed by the Office of Qualifications and Examinations Regulation (Ofqual) in England, CCEA Regulation in Northern Ireland, and Qualifications Wales, ensuring professionalism and recognition of the qualifications.
Course Curriculum
- 40 sections
- 232 lectures
- EXPIRED total length
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Induction Form
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Registration Entry Form
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1. Building resilience in child and young people
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2. Concept of self-image
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3. Introduction to identity
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4. Self-esteem
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5. Planning and Reflection
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6. Developmental and age appropriate participation in decision making
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7. Helping Children Develop a Positive Outlook
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8. Disappointment and Dismay_ Supporting Kids in Times of Disappointment
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9. Behaviour As a Form of Communication
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10. Understanding the Link between Mental Health and Behaviour
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11. Monitoring Changes in a Child
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12. Children’s Safety and Wellbeing
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Assignment
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1. Describe Current Legislation and National Guidelines for Safeguarding
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2. Safeguarding Requirements Contained Within Mandatory Local Safeguarding Training
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3. Define the Term Safeguarding in Relation to Children and Young People
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4 Explain How Child Protection Relates to Safeguarding.
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5 Identify Policies and Procedures That Are in Place to Protect Staff, Children and Young People
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6 Describe the Importance of Following Policies and Procedures That Are in Place for Practitioners, Children and Young People.
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7 Explain How Findings From Official Inquiries and Serious Case Reviews Have Informed Current Practice
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1. Describe the Different Forms of Harm and Abuse That a Child_and Young Person May Experience.
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2. Describe areas of concern_in the context of safeguarding, including signs symptoms indicators behaviours
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3. Explain a Range of Potential Risk Factors Which Increase_the Vulnerability of Children and Young People in Residential Childcare.
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4 Explain Your Own Role and Responsibilities if a Child Discloses_abuse or if You Suspect Abuse in Line With Policies and Procedures of Your Own Setting.
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5. Explain How to Support a Child and Their Family When Bullying Is Suspected or Alleged
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6. Explain Reasons Why a Child and Young Person Do Not Recognise or Disclose That They Are Being Abused or Exploited.
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1. Outline the Risks and Consequences for Children and Young People
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2. Explain Ways of Reducing Risk to Children and Young People
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1. Describe Child Sexual Exploitation a…tionship to Human Trafficking
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2. Different Patterns of Child Sexual Exploitation
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3 Describe the Support That Should Be O…of Child Sexual Exploitation
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1. Explain the Importance of Building Children And_young People’s Resilience, Self-confidence and Self_esteem.
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2 Describe Ways of Empowering Children and Young People_to Make Informed Choices That Support Their Safety
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3. Explain How to Report Concerns About Practice in the Work Setting
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4. Describe Ways in Whistle-blowers Are Protected
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5. Explain What Is Meant by Multi-agency Working in the Context of Safeguarding
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1. Describe the impact disability can have on positive outcomes and life chances of children and young people-
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2. Explain how multiple factors can contribute to uncertainty in the lives of children and young people-
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3. Explain how personal choices and experiences made by children and young people can impact their outcomes and life chances-
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1. Outline frameworks in support of positive outcomes for children, young people and families-
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2. Understand how to support children and young people in residential care to achieve positive outcomes-
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3. Explain the importance of active participation of children and young people in life decisions which are affecting their future-
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4. Explain why it is important for practitioners to have high expectations of and ambitions for all children and young people-
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1. Describe the impacts of social and cultural factors on the outcomes and life chances of children and young people –
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2. Explain the importance of having a positive attitude towards disability-
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3. Explain how to support children and young people to make personal choices according to their needs and abilities-
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4. Describe support available for children and young people with disabilities-
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5. Explain the importance of designing support and services around the needs of children and young people-
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1. Describe good practice of conflict solving-
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2. Use verbal and non-verbal communication skills to de-escalate a situation of tension and conflict
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3. Challenge a conflict situation appropriately and offer an alternative perspective to a child and young people-
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4.Use reflective practice to review the impact of own communication in situations of tension or conflict-
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1. Define the term ‘confidentiality’-
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2. Explain the boundaries of own roles in the work setting-
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3.Describe your responsibilities in relation to confidentiality and disclosure by a child or young people-
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4.Explain the conflict between maintaining confidentiality and disclosing concerns to others-
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5. Adhere to confidentiality in day to day communication, in line with policies and procedures-
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1. Explain why it is important to share information and have agreed goals in place with partner organisations-
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2. Demonstrate compliance to organisational processes and procedures for recording, storing and sharing information-
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3. Maintain data in line with policies and procedures that underpin integrated and multi-agency working-
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1 Describe the Theories of Attachment
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2. The Importance of Forming Positive Attachments for Children and Young People
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3. The Short and Long-Term Impacts on the Well-Being of Children and Young People
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4. Evidence-Based Practice for Supporting Positive Attachments
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5. Child and young person developing barriers to forming positive relations
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6. The Role of Parents and Professional Parents to Form Positive
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7. Explain How Attachment Impacts on Your Own Role in a Residential Childcare Setting
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8. Strategies for Supporting Children and Young People to Form Positive Attachments
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9. Positive Relationships for Children and Young People in Residential Childcare
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10. Support Children and Young People to Build Positive Relationships When Affected by Emotional and Behavioural Difficulties
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11. Social Care Ethics and Values Informing Relationships with Children and Young People
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12. Develop Connections with Children and Young People, Using a Range of Skills and Methods
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13. Maintain Professional Boundaries in Relationships with Children and Young People
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14. Engage with children and young people to build positive relationships
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15. Sources of advice and support from others on the relationships and attachment
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16. Implement and Monitor Agreed Strategies to Promote Positive Attachments and Rel
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1. Theories About Groups and Group Dynamics
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2. Summarise theories about how the physical environment can support well-being in a group setting.
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1. Implement theories of group dynamics to support children or young people in their day to day experience of group living.
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2. Support children and young people in reaching agreements on arrangements for living together as a group
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3. Demonstrate how to facilitate and support children and young people to resolve conflict and disagreements
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4. Explain the importance of having a collaborative approach in a residential environment.
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5. Involve children and young people in a positive ways and work with them to maintain the physical environment in ways that support well-being.
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1. Engage children and young people in the planning of daily living activities that meet their needs, preferences and aspirations.
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2. Describe how planning daily living activities as a group links to the individual plans for children and young people.
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3. Ensure that plans are child centred and that children and young people are involved in decisions about daily activities taking place in the shared living space.
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1. Develop positive relationships with children and young people through taking part in day to day activities
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2. Demonstrate how to be a positive role model in encouraging socially aware behaviour during shared activities.
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3. Demonstrate how to support children and young people to maintain positive relationships with others through shared activities.
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1. Evaluate the Impact of Own Practice and Behaviour on Children and Young People’s Experience of Group Living.
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2. Work With Children and Young People to Evaluate Activities and Agreements for Group Living.
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3. Identify Improvements to Group Living Activities, Agreements and Practices Using Reflection and Evaluation.
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1. Legislative Framework for Health, Safety and Risk Management
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2. Implementing Current Health and Safety Legislation in the Work Setting
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3. Health and Safety Monitoring and Maintaining in Work Setting
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3.1 Health and Safety Monitoring and Maintaining in Work Setting
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4. Explain how people in your work setting are made aware of risks and hazards and encouraged to work safely
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5. Analyse the value of risks and challenges for a child and young person’s development, learning and enjoyment of life
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6. Balanced Approach
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6.1 Importance of Taking an Approach to Risk That Avoids Both Excessive Risk-taking and Excessive Risk Aversion
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7. Demonstrate How to Work Together With Children and Young People and Others to Manage Risks
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8. Support Children and Young People to Manage Risk in Their Own Lives, According to Their Age, Abilities, Needs and Stage of Development
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9. Potential Conflicts Between the Rights and Choices of Children and Young People and the Legal Requirements for Health and Safety and Well-being
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10. Factors to consider ensuring that the living environment is healthy and safe
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11. Carry out health and safety risk assessments in the work setting
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SEND Code of Practice
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1. The Range and Function of Health Agencies and Services
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2. Child, Young Person and Primary Health Services
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3. Barriers to Access Health Services for Children and Young People
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4. Ways to Help Children and Young People Overcome Barriers
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5. Range of Health Concerns Potentially Developed in the Life of Children and Young People
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6. Assessing and Taking Action to Address Concerns Following Agreed Procedures of the Work Setting
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7. Support Children and Young People to Identify Their Own Health Needs
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8. Factors Associated with a Healthy Lifestyle
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9. Supporting Children and Young People to Sustain Healthy Lifestyle Choices
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1. The Purpose of Assessment and Planning with Children and Young People in Residential Childcare
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2. The Importance of Professional Judgement
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3. Child-Centred Model of Assessment and Planning
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4. Assessment Framework in the Work Setting and its Holistic Features
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5. Legal Requirements for Planning and Recording Assessments and Information Sharing
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6. The Observation, Assessment and Planning Cycle in Childcare
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7. Importance of Working with Others When Assessing and Planning for the Needs of Children and Young People
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8. Engaging with Others and the Child and Young Person to Ensure the Child Is Central When Assessing and Planning Process
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9. The Boundaries of Own Role and Responsibilities Within the Assessment and Planning Process
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10. Engage With Children and Young People to Express Their Needs, Views and Aspirations
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11. Assessment Methods to Ensure the Assessment is Holistic, Accurate and Child-Centred
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12. Develop, understand and agree to goals and targets in achieving a positive outcome
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13. Support the Child and Young Person and Others to Understand the Roles and Responsibilities When Implementing the Agreed Plan
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14. The Child and Young Person and Others to Understand the Roles and Responsibilities When Implementing the Agreed Plan
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15. Work with Children and Young People to Review and Update Agreed Plans
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16. Own Roles and the Roles of Other Professionals in an External Assessment Process
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17. Respond to Requests for Information to Support the Assessment in Line with Organisational Requirements
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Additional Resource Information Sharing Advice Practitioners Safeguarding Services
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1. Rights of Children and Young People
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2. The Impact of Equalities Legislation on Children in Residential Care
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3. Addressing Discriminatory Practices
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4. Work in a Culturally Sensitive Manner, Challenging Harmful and Illegal Practises
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5. Support the Right of Children and Young People to Raise Concerns and Make Complaints
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6. Promote Equality and the Rights of the Child and Young People
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1. How to Work as Part of a Team
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2. The Local Network for Children and Young People’s Services
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3. The Role of Networks and Multi-Agency Work
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4. Be Able to Build Working Relationships with Others Involved in the Care of Children and Young People
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1. Duties, Responsibilities, Boundaries and Ethical Nature of Own Job Role
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2. Expectations About Your Job Role as Expressed in Relevant Sector Standards
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3. Importance of Own Resilience, Maturity, Social Awareness and Emotional Intelligence
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4. Ensuring That Personal Attitudes or Beliefs Do Not Obstruct the Expected Standard of Own Work
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5. The cycle of Reflection and Apply to Your Practice
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6. Importance of Reflective Practice
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7. Evaluating Own Performance
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1. Process by which a child and young person comes into care
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2. Entitlements of children and young people in care
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3. Context of residential services for children and young people in care
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4. Challenges for Children and Young People in Care
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5. Recommendations for Improvements
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6. Supporting a positive experience of care services for children and young people
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7. Planning for Children and Young People in Residential Childcare
Unit 16: Residential Childcare for Children and Young People With Complex Disabilities or Conditions
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1. The Causes and Effects of a Range of Complex Disabilities and Conditions
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2. The Impact of Child Disability on the Family Lives and the Condition Changing Over Time
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3. Importance of Early Intervention Within the Families of Children and Young People
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4. Residential Childcare Available for Children and Young People
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5. Aims and Objectives of Residential Childcare
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6. The Legislation and the Code of Practice for Special Educational Needs and Disability
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7. Planning for Children and Young People in Residential Childcare
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8. The Importance of Maximising Active Participation of Children and Young People With Complex Disabilities and Conditions
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9. How the Transition Into Adulthood Can Affect Young People With Complex Disabilities and Conditions and Their Families
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10. Types of Support That Young People With Complex Disabilities and Conditions May Need During the Transition Into Adulthood
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1. The Impact on Families When a Child and Young Person Is in Residential Childcare
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2.1 Principles of Partnership Working with Families
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2.2 Child Advocacy and Its Importance
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2.3 Attitudes and Approaches that Support Positive Relationships with Families
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2.4 Importance of Recognising Families and Their Role as Partners
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This course includes:
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Access:1 Year access
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Units:232
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Level:
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CPD Points:10
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Certificate:Yes
