NEW: Next moves

EARLY YEARS

LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE'S WORKFORCE

Offered by: CACHE, Edexcel, City & Guilds, EDI, NCFE, OCR, ABC Awards

This new Level 3 qualification is available via four modes of study from September 2010:

• Work-based - aimed at students who are in full-time employment

• Part-time education

• Full-time education*

• Apprenticeships

Credits

The full and relevant Diploma will be 65 credits in size and is made up of brand new QCF units, some of which are being used in qualifications offered by other Sector Skills Councils, for example the Training and Development Agency for Schools.

Credits are a combination of guided learning hours, private study and assessment.

Pathways

There are three endorsed pathways designed for the following occupational groups:

• Early Learning and Childcare

• Children's Social Care

• Learning Development and Support Services

The age range covered by the qualification is birth up to 19.

As well as a set of common units, learners for each occupational group identified above must undertake a set of mandatory pathway units that are specific to their chosen area. They also undertake a number of free choice options.

This specification is within the Diploma range of credit.

Component parts of the qualification comprise:

SfCD Core Mandatory (these units are mandatory for all SfCD qualifications)

• Promoting Communication in Health, Social Care or Children and Young People's Settings

Introducing the central importance of communication in a wide range of settings and ways to overcome barriers to meet individual needs and preferences in communication.

• Engage in Personal Development in Health, Social Care or Children's and Young People's Settings

Introducing the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these.

• Promote Equality and Inclusion in Health, Social Care or Children's and Young People's Settings

Introducing the concepts of equality, diversity and inclusion.

• Principles for Implementing Duty of Care in Health, Social Care or Children and Young People's Settings.

Introducing ways to address the dilemmas, conflicts or complaints that may arise where there is a duty of care.

Children and Young People Core Units (these units are mandatory and common to all undertaking the Level 3 Diploma for the Children and Young People's Workforce)

• Understand Child and Young Person Development

Identifying appropriate intervention if development does not follow the expected pattern. Exploring potential effects of transitions on development.

• Promote Child and Young Person Development

Introducing ways of encouraging positive behaviour through development plans, environments and services and working practices. Highlighting the importance of supporting children and young people going through transitions in their lives.

• Understand How to Safeguard the Wellbeing of Children and Young People

Ensuring awareness of current local and national legislation and guidelines. Exploring how to deal with evidence or concerns of abuse, harm or bullying. Recognising the importance of e-safety and determining how to maintain it.

• Support Children and Young People's Health and Safety

Introducing a balanced approach to risk assessment and management. Ensuring awareness of policies and procedures in response to accidents, incidents, emergencies and illnesses.

• Develop Positive Relationships with Children, Young People and Others Involved in their Care

Exploring why these positive relationships are important and how to build and maintain them.

• Working Together for the Benefit of Children and Young People

Explaining the importance of multi-agency working, integrated working and of developing effective communication for professional purposes. Covering information sharing between those working with children and young people.

• Understand How to Support Positive Outcomes for Children and Young People

Exploring factors that can influence the outcomes and life chances of children and young people, including those with disabilities and specific requirements.

Early Learning and Childcare Mandatory Pathway (EYMP) These units are mandatory for all undertaking the Early Years Pathway.

• Context and Principles for Early Years Provision

Familiarising learners with the requirements, principles and implementation of the early years framework, particularly in relation to environments within the work setting, partnership with carers and multi-agency working.

• Promote Learning and Development in the Early Years

Planning development work and activities with children using an appropriate range of sources and language. Reflecting on own practice in supporting and providing learning and development activities.

• Promote Children's Welfare and Wellbeing in the Early Years

Referring to the welfare requirements of the relevant early years framework. This unit includes providing basic care in a hygienic environment and understanding nutritional needs.

• Professional Practice in Early Years Settings

Highlighting the importance of professional, evidence-based practice, reflection and review, and strategies to address professional development in areas identified as challenging.

• Support Children's Speech, Language and Communication

Encouraging speech, language and communication development and understanding the importance of this for a child's overall development.

Optional units

Contains Level 3, Level 4 and Level 5 units in order to facilitate learning beyond Level 3. A number of units are shared with Skills for Justice and Lifelong Learning UK. The optional unit bank includes:

- Work with Babies and Young Children to Promote their Development and Learning

- Develop Interviewing Skills for Work with Children and Young People

- Case Load Management

- Support Young People to Move Towards Independence and Manage their Lives

- Support Children and Young People to have Positive Relationships

- Support Positive Practice with Children and Young People with Speech, Language and Communication Needs

- Co-ordinate Special Educational Needs Provision

- Understand the Needs of Children and Young People and Young People who are Experiencing Poverty and Disadvantage

- Care for the Physical and Nutritional Needs of Young Children

- Support Children and Young People's Speech, Language and Communication Skills

- Lead and Manage a Community-Based Early Years Setting

- Support the Creativity of Children and Young People

- Work with Children and Young People in a Residential Care Setting

- Support Children or Young People in their Own Home

- Promote Young Children's Physical Activity and Movement Skills

- Support Care within Fostering Services for Vulnerable Children and Young People

- Improving the Attendance of Children and Young People in Statutory Education

- Facilitate the Learning and Development of Children and Young People through Mentoring

- Support the Referral Process for Children and Young People

- Understand How to Set up a Home-Based Childcare Service

- Support Disabled Children and Young People and Those with Specific Requirements

- Promote Creativity and Creative Learning in Young Children

- Support Young People to Develop, Implement and Review a Plan of Action

- Provide Information and Advice to Children and Young People

- Support Speech, Language and Communication Development

- Work with Parents, Families and Carers to Support their Children's Speech, Language and Communication Development

- Understand the Speech, Language and Communication Needs of Children and Young People with Behavioural, Social and Emotional Difficulties

- Support the Speech, Language and Communication Development of Children who are Learning More Than One Language

*Colleges can opt to delay the introduction of the full-time pathway for 14- to 19-year-old learners until 2011, and in the meantime continue offering the CACHE Level 3 Diploma in Childcare and Education and the BTEC National Diploma in Children's Care, Learning and Development.

Further information:

http://www.cwdcouncil.org.uk/qualifications/level-3-diploma-for-the- children-young-peoples-workforce/level-3-diploma-details

CACHE LEVEL 3 AWARD IN EARLY YEARS AND CHILDCARE FOR PLAYWORKERS

(Enrolment to December 2010)

This award has been designed for practitioners who hold a Level 3 qualification in playwork and who work, or wish to work, in settings whose main purpose is to provide early years education and childcare.

Course content: Theory and practice in promoting children's care, learning and development, and aspects of children's care, learning and development practice.

CACHE LEVEL 3 AWARD/CERTIFICATE/DIPLOMA IN CHILD CARE AND EDUCATION

(Enrolment to December 2010)

These qualifications are designed to offer the most up-to-date and relevant training to reflect the Early Years Foundation Stage and the latest sector developments. They provide knowledge and understanding of child development.

Course content: At Award level, units cover an introduction to working with children and child development.

At Certificate level, units cover supporting children, keeping children safe and principles underpinning the role of the practitioner.

At Diploma level, units cover promoting a healthy environment for children, play and learning in children's education, nutrition and healthy food for children, and working with children with special needs.

CITY & GUILDS LEVEL 3 AWARD IN WORK WITH PARENTS

Accredited on the QCF; 12 credits

To achieve this award, learners must complete one mandatory unit as well as one or two optional units.

CITY & GUILDS LEVEL 3 CERTIFICATE IN WORK WITH PARENTS

Accredited on the QCF; 30 credits.

Learners must achieve 21 credits at Level 3 and no more than nine at Level 2.

EDEXCEL LEVEL 3 BTEC DIPLOMA IN CHILDREN'S CARE, LEARNING AND DEVELOPMENT

(Enrolment to December 2010)

Approved as a technical certificate for the Children's Care, Learning and Development Apprenticeship/Modern Apprenticeship framework.

Course content: This qualification consists of seven core units plus specialist units.

NVQ LEVEL 3 IN CHILDREN'S CARE, LEARNING AND DEVELOPMENT

(Enrolment to December 2010)

Awarded by: City & Guilds, Care Training East Midlands, CACHE, EDI, Edexcel, the Open University

Course content: Nine units - five mandatory and four optional. Topics include developing and maintaining a healthy and safe environment, protecting and promoting children's rights and reflective practice.

TEACHING ASSISTANT

QCF LEVEL 3 AWARD IN SUPPORTING TEACHING AND LEARNING IN SCHOOLS

This award is under development for availability in September 2010.*

Mandatory units include:

• Understand Child and Young Person Development (CWDC unit)

• Understand how to safeguard the wellbeing of children and young people (CWDC unit)

• Communication and Professional Relationships with Children, Young People and Adults

• Schools as Organisations

*Check with the TDA for awarding bodies

QCF LEVEL 3 CERTIFICATE IN SUPPORTING TEACHING AND LEARNING IN SCHOOLS

Available in September 2010*

Mandatory units include:

• Award units, as above

• Develop Professional Relationships with Children, Young People and Adults

• Support Assessment for Learning

• Personal Development

*Check with the TDA for awarding bodies

QCF LEVEL 3 DIPLOMA IN SUPPORTING TEACHING AND LEARNING IN SCHOOLS

Available in September 2010*

Includes all the certificate units as mandatory, and includes draft option unit titles:

• Contribute to Teaching and Learning under the Direction of a Teacher

• Support the 14-19 Curriculum

• Support Gifted and Talented Pupils

• Facilitate the Learning and Development of Children and Young People Through Mentoring

• Support Young People who are Socially Excluded or Excluded from School

• Contribute to the Prevention and Management of Challenging Behaviour in Children and Young People

• Invigilate Tests and Examinations

• Liaise with Parents, Carers and Families

• Support, Motivate and Monitor Work of Own Team

• Provide Learning Opportunities for Colleagues

*Check with the TDA for awarding bodies.

CACHE LEVEL 3 AWARD/CERTIFICATE/DIPLOMA IN SUPPORT WORK IN SCHOOLS (SWS-3)

(Enrolment to December 2010)

This qualification provides skills, knowledge and understanding, enabling candidates to make a more valuable and effective contribution to supporting work in schools.

Course provider: FE colleges and training providers.

Course content: There are three pathways to this qualification: the Award, the Certificate and the Diploma.

The Award consists of two mandatory units, the Certificate is two mandatory and two optional units, and the Diploma is two mandatory and four optional units.

CITY & GUILDS LEVEL 3 AWARD/CERTIFICATE/DIPLOMA IN SUPPORT WORK IN SCHOOLS

(Enrolment to December 2010)

These qualifications are designed to meet the needs of candidates who work as support workers in the schools sector and ensure the development of knowledge and skills relevant to school support work.

Course content: Mandatory units cover the needs of school pupils and the values, policies and responsibilities of schools. Optional units include Liaising with Parents and Families, Using IT in Schools and Protecting Children's Rights.

PLAYWORK

QCF LEVEL 3 PLAYWORK QUALIFICATIONS

Skills Active is currently working with employers, providers and awarding organisations to develop an Award, Certificate and Diploma in Playwork at Level 3. The new units at Level 3 will be submitted to Ofqual in early summer, with the intention of the qualification being made available from awarding bodies by 1 October. Several units from the Level 3 Diploma in Work with Children have been considered for inclusion in the new Playwork qualifications as mandatory, and there is an intention to include as many other units as possible.

CACHE LEVEL 3 AWARD IN PLAYWORK FOR EARLY YEARS AND CHILDCARE WORKERS

(Enrolment to December 2010)

This award has been designed for practitioners who hold a Level 3 qualification in Children's Care and Education and who work, or wish to work, in a playwork setting.

Course content: Theory and practice of children and young people's play, aspects of playwork practice.

CITY & GUILDS AWARD IN PLAYWORK FOR EARLY YEARS AND CHILDCARE WORKERS

(Enrolment to December 2010)

This is one of two 'transitional qualifications' which have been developed in order to support workers moving from one sector to another. This meets the needs of candidates who work or want to work in settings whose main purpose is playwork and who already hold a relevant Level 3 qualification in children's care, learning and development.

NVQ LEVEL 3 IN PLAYWORK

(Enrolment to December 2010)

Awarded by: CACHE, City & Guilds, EDI, Edexcel

This award enables those who have completed a Level 2 qualification to be assessed in the role of supervisor or manager in a playwork setting, and confers occupational competence.

Course content: Students have to demonstrate competence in a workplace, covering protection of children, positive relationships in the play environment, administering provision and improving organisational performance and children's development.

MANAGEMENT

ILM LEVEL 3 AWARD IN FIRST LINE MANAGEMENT

(Enrolment to December 2010)

Provided by the National Day Nurseries Association, other training providers and FE colleges.

Course content: Includes one mandatory unit, 'Solving Problems and Making Decisions', with a credit value of two, and a number of optional units based on an individual's role to bring the number of minimum total credits up to five.

EYP PILOT PATHWAYS

Following concerns over the time it took experienced Level 3 practitioners to gain Early Years Professional Status (EYPS), the Children's Workforce Development Council has piloted elements of two new routes to EYPS. These routes aim to provide a clear and smooth progression to EYPS for those studying for foundation degrees and Early Childhood Studies degrees.

The first pilot was a three-year undergraduate work-based route for experienced Level 3 practitioners already undertaking a foundation degree that allowed students to top up to a full degree while studying for EYPS.

The second pilot was a four-year undergraduate route allowing new entrants in the early years workforce to achieve EYPS combined with the Early Childhood Studies degree, with reflective learning and work placements built into the course.

Successful elements of these pilots have since been built into the new Early Childhood Studies Degree/EYPS Pathway, which was launched in September 2009 and will become the fifth EYPS pathway. It is set over an 18- to 24-month period starting from the closing stages of a degree programme.

The pathway provides elements not typically covered within the degree, such as mentoring on EYP Standards and a focus on leading practice. There are currently more than 100 students on the ECSd/EYPS Pathway who will gain EYPS from 2010-2012. CWDC expects hundreds more to follow in the coming years, with 12 training providers delivering for a 2010 intake.

TEACHING ASSISTANT

A wide range of training opportunities and qualifications is on offer to support staff. Training and qualifications are supported by national occupational standards, which cover most support roles, providing a framework for best practice.

The Teaching and Development Agency for Schools (TDA) is developing new QCF qualifications at Levels 2 and 3.

The Level 2 Award in Support Work in Schools provides the underpinning knowledge required by support staff, and is designed to be accessible as a pre-service qualification. This qualification provides a progression route to the Level 2 Certificate in supporting teaching and learning in schools and the Level 2 Certificate in supporting the wider curriculum.

Optional units in the supporting teaching and learning qualification include supporting afl, SEN and ICT for teaching and learning.

The Level 2 qualifications are a stepping stone to the qualifications that have been developed at Level 3.

The TDA has developed four QCF qualifications at Level 3; the Level 3 Award and Level 3 Certificate in supporting teaching and learning in schools, the Level 3 Diploma in supporting teaching and learning in schools and the Level 3 Certificate in cover supervision (check TDA website for the latter).

The first of these qualifications is again knowledge-based, which provides a progression route to the other Level 3 qualifications.

The next two qualifications are for those who support teaching and learning, with the Diploma covering specialisms including meeting additional needs, providing pastoral support, and supporting the wider work of the school. The qualification for cover supervisors is for those in this occupational role.

Level 2 qualifications are for staff who carry out a range of activities working under the direction of a teacher. Level 3 qualifications are for those who work using a range of technical skills and carry out self-directed activities under guidance. The QCF qualifications that the TDA is developing will be made available to learners from September 2010.

The higher-level teaching assistant programme allows staff who achieve higher-level teaching assistant (HLTA) status to offer proven skills to support teachers.

The TDA's standards for HLTAs are linked to those for Qualified Teacher Status. These reflect the contribution HLTAs are expected to make in teaching and learning activities, for example, contributing to the planning and preparation of lessons; monitoring pupils' participation and progress; providing feedback to teachers; and giving pupils constructive support as they progress through the curriculum.

Case study - APPRENTICE NURSERY OFFICER: NICOLA FINCH-READING

For Nicola Finch-Reading, her Level 3 qualification in Children's Care, Learning and Development is a major stepping stone towards realising her lifelong dream of becoming a primary school teacher.

While she gained good GSCEs at grades A-C as well as an AS Level in media studies, Nicola did not enjoy her time at college and was reluctant to stay on to take the A-Levels she needed for university entry.

However, when she found the CCLD would count towards university entry, she was thrilled to realise that she might still be able to achieve her goal.

At age 18, Nicola joined the apprentice scheme that is run by London Early Years Foundation, and is currently working as an apprentice nursery officer at LEYF's Marsham Street setting.

She is simultaneously studying at the foundation's Centre for Research, Learning and Development.

'I was drawn to LEYF because it didn't require any previous experience of work with children,' says Nicola.

'They are more concerned with a genuine passion for and interest in working with children - and they give us a great deal of support to help ensure that we succeed. I want to get a degree so I can become a primary school teacher.

'I really enjoy it. Some days are really stressful, but that's life. I really enjoy my time here because I've built good friendships with the staff and strong relationships with the children.

'It is a great feeling when you see that the children are really happy to see you and spend time with you. I enjoy the studying, too, and miss it when I am not in.'