(NVQ/QCF)ChildrenandYoungPeople’sWorkforceAdvancedApprenticeshipLevel3

Thisqualificationisaimedatthosewhoworkin,orwhowanttoworkin,thechildrenandyoungpeople’sworkforceinEngland.Itcoverstheagerangefrombirthto19years.ItalsoreflectstherangeanddepthofcompetenceinCYPWskills,requiredbyindividualsworkinginthisindustry.Thequalificationisdesignedtohavelearnersspendtimeinarealworkenvironment.

Components DiplomafortheChildrenandYoungPeople’sWorkforceLevel3,BTECDiplomafor Residential Childcare Level 3, Diploma in Children’s Learning andDevelopment (Early Years Educator) Level 3, Functional Skills -Math Level 2,English Level 2, ICT level 2, Employment Rights and Responsibilities (ERR)[Award in ERR in Health, Social Care and Children and Young People’sSettings Level 2] and Personal Learning and Thinking Skills (PLTS) [All havebeenmappedqualificationwithintheApprenticeship]

AwardingBody EDEXCEL

Overview Industry recognised certification for thosewishing to enter the Children andYoungPeople’sWorkforceinEngland

Duration 12monthsminimum

Requirements To complete this qualification, candidates must achieve 190 Credits from achoiceofunitsspecialisingwithinyourservicesector.

Delivery Allworkplacebased(forindividualgroups)

Assessment Observation, discussion, personal statement, supporting documentation,testimony,questioning.

LearnerSupport Learningmaterial,optionalin-companyworkshops

Progression Job roles such as Youth and Community and CareWorker, Careers Advisor,Foster Carer, Healthcare Assistant, Registered Childminder/Nanny/ChildcareWorker

Fees Subjecttoeligibility

(Level3NVQ/QCF)DiplomainChildrenandYoungPeople’sWorkforce-QualificationstructureToachievetheCYPWfullLevel3qualification,thelearnermustcompleteaminimumofsixty-fivecredits,ofwhichtwenty-sevencreditsmustbecompletedfromGroupAMandatoryUnits.Learnersmustalsoselectonemandatorypathwayfromthefollowingpathways:-EarlyLearningandChildcare(twenty-twocredits)-SocialCare(thirteencredits)-Learning,DevelopmentandSupportServices(thirteencredits)TheremainingcreditsmustbeachievedfromGroupBoptionalunits.

GroupA-MandatoryUnits QCFlevel Credit

UnderstandChildandYoungPersonDevelopment 3 4

PromoteChildandYoungPersonDevelopment 3 3

UnderstandHowtoSafeguardtheWellbeingof

ChildrenandYoungPeople

3 3

SupportChildrenandYoungPeople'sHealthand

Safety

3 2

DevelopPositiveRelationshipswithChildren,Young

PeopleandOthersInvolvedinTheirCare

3 1

WorkingTogetherfortheBenefitofChildrenand

YoungPeople

3 2

UnderstandHowtoSupportPositiveOutcomesfor

ChildrenandYoungPeople

3 3

PromoteCommunicationinHealth,SocialCareor

Children’sandYoungPeople’sSettings

3 3

EngageinPersonalDevelopmentinHealth,Social

CareorChildren’sandYoungPeople’sSettings

3 3

PromoteEqualityandInclusioninHealth,SocialCare

orChildren’sandYoungPeople’sSettings

3 2

PrinciplesforImplementingDutyofCareinHealth,

SocialCareorChildren’sandYoungPeople’sSettings

3 1

EarlyLearningandChildcare(EYMP)pathway QCFlevel Credit

ContextandPrinciplesforEarlyYearsProvision 3 4

PromoteLearningandDevelopmentintheEarlyYears 3 5

PromoteChildren’sWelfareandWellbeinginthe

EarlyYears

3 6

ProfessionalPracticeinEarlyYearsSettings 3 3

(1*)SupportChildren’sSpeech,Languageand

Communication

3 4

SocialCare(SCMP)pathway QCFlevel Credit

AssessmentandPlanningwithChildrenandYoung

People

3 5

PromotetheWellbeingandResilienceofChildrenand

YoungPeople

3 4

ProfessionalPracticeinChildrenandYoungPeople’s

SocialCare

3 4

Learning,DevelopmentandSupportServices

(LDSSMP)pathway

QCFlevel Credit

(2*)SupportChildrenandYoungPeopletoAchieve

TheirEducationPotential

3 4

SupportChildrenandYoungPeopletoMakePositive

ChangesinTheirLives

3 4

ProfessionalPracticeinLearning,Developmentand

SupportServices

3 5

GroupB-OptionalUnits QCFlevel Credit

WorkwithBabiesandYoungChildrentoPromote

TheirDevelopmentandLearning

3 6

CareforthePhysicalandNutritionalNeedsofBabies

andYoungChildren

3 6

LeadandManageaCommunity-basedEarlyYears

Setting

4 6

PromoteYoungChildren’sPhysicalActivityand

MovementSkills

3 3

UnderstandHowtoSetUpaHome-basedChildcare

Service

3 4

SupportDisabledChildrenandYoungPeopleand

ThosewithSpecificRequirements

4 6

(3*)PromoteCreativityandCreativeLearningin

YoungChildren

4 5

(4*)SupportYoungPeopletoDevelop,Implement

andReviewaPlanofAction

3 3

ProvideInformationandAdvicetoChildrenand

YoungPeople

3 3

DevelopInterviewingSkillsforWorkwithChildren

andYoungPeople

3 3

CaseloadManagement 3 3

SupportYoungPeopletoMoveTowards

IndependenceandManagetheirLives

3 3

(5*)SupportChildrenandYoungPeopletoAchieve

TheirLearningPotential

3 3

SupportChildrenandYoungPeopletoHavePositive

Relationships

3 3

SupportPositivePracticewithChildrenandYoung

PeoplewithSpeech,LanguageandCommunication

Needs

3 4

CoordinateSpecialEducationalNeedsProvision 4 5

UnderstandtheNeedsofChildrenandYoungPeople

WhoAreVulnerableandExperiencingPovertyand

Disadvantage

4 5

GroupB-OptionalUnitsCont. QCFlevel Credit

SupportYoungPeopleWhoAreInvolvedinAnti-social

and/orCriminalActivities

3 2

SupportYoungPeopleWhoAreLookedAfterorAreLeavingCare

3 3

(6*)SupportSpeech,LanguageandCommunicationDevelopment

3 3

WorkwithParents,FamiliesandCarerstoSupportTheirChildren’sSpeech,LanguageandCommunicationDevelopment

3 3

UnderstandtheSpeech,Languageand

CommunicationNeedsofChildrenandYoungPeople

withBehavioural,SocialandEmotionalDifficulties

3 3

SupporttheSpeech,LanguageandCommunication

DevelopmentofChildrenWhoAreLearningMore

ThanOneLanguage

3 3

(7*)SupportChildrenandYoungPeople’sSpeech,

LanguageandCommunicationSkills

3 3

SupportYoungPeopleWhoAreSociallyExcludedor

ExcludedFromSchool

3 2

SupportYoungPeopleinRelationtoSexualHealth

andRiskofPregnancy

3 2

EnableParentstoDevelopWaysofHandling

RelationshipsandBehaviourthatContributeto

EverydayLifewithChildren

3 3

WorkwithParentstoMeetTheirChildren'sNeeds 3 3

SupportYoungPeoplewithMentalHealthProblems 3 3

(8*)SupporttheCreativityofChildrenandYoung

People

3 3

WorkwithChildrenandYoungPeopleinaResidential

CareSetting

3 5

SupportChildrenorYoungPeopleinTheirOwnHome 3 4

EngageYoungParentsinSupportingTheirChildren's

Development

3 3

EngageFathersinTheirChildren'sEarlyLearning 3 3

EngageParentsinTheirChildren'sEarlyLearning 3 3

PromotePositiveBehaviour 3 6

SupportCareWithinFosteringServicesforVulnerable

ChildrenandYoungPeople

3 3

GroupB-OptionalUnitsCont. QCFlevel Credit

ImprovingtheAttendanceofChildrenandYoung

PeopleinStatutoryEducation

3 5

FacilitatetheLearningandDevelopmentofChildren

andYoungPeoplethroughMentoring

3 4

SupporttheReferralProcessforChildrenandYoung

People

3 3

SupportUseofMedicationinSocialCareSettings 3 5

ContextandPrinciplesforEarlyYearsProvision 3 4

PromoteLearningandDevelopmentintheEarlyYears 3 5

PromoteChildren'sWelfareandWellbeinginthe

EarlyYears

3 6

ProfessionalPracticeinEarlyYearsSettings 3 3

SupportChildren'sSpeech,Languageand

Communication

3 4

AssessmentandPlanningwithChildrenandYoung

People

3 5

PromotetheWellbeingandResilienceofChildrenand

YoungPeople

3 4

ProfessionalPracticeinChildrenandYoungPeople's

SocialCare

3 4

SupportChildrenandYoungPeopletoAchieveTheir

EducationPotential

3 4

SupportChildrenandYoungPeopletoMakePositive

ChangesinTheirLives

3 4

ProfessionalPracticeinLearning,Developmentand

SupportServices

3 5

UnderstandtheContextofSupportingChildrenand

YoungPeopleThroughFosterCare

3 5

PracticeasaFosterCarer 3 5

SupportPositiveAttachmentsforChildrenandYoung

People

3 7

Barredcombinationofunits(1*)&(6*)(1*)&(7*)(2*)&(4*)(2*)&(5*)(3*)&(8*)

(Level3NVQ/QCF)BTECDiplomaforResidentialChildcare(England)-QualificationstructureToachievetheresidentialchildcarefullLevel3qualification,thelearnermustcompleteaminimumofsixty-onecredits,ofwhichfifty-threecreditsmustbecompletedfromGroupAMandatoryUnitsandtheremainingeightcreditsmustbeachievedfromGroupBoptionalunits.

GroupA-MandatoryUnits QCFlevel Credit

UnderstandtheDevelopmentofChildrenandYoung

PeopleinResidentialChildcare

3 3

UnderstandHowtoSafeguardandProtectChildren

andYoungPeopleinResidentialChildcare

3 7

UnderstandHowtoSupportChildrenandYoung

PeopleWhoHaveExperiencedHarmorAbuse

3 3

PromoteEffectiveCommunicationandInformation

HandlinginResidentialChildcareSettings

3 3

SupportRiskManagementinResidentialChildcare 3 2

AssessmentandPlanningwithChildrenandYoung

PeopleinResidentialChildcare

3 3

SupportGroupLivinginResidentialChildcare 3 3

UnderstandHowtoSupportPositiveOutcomesfor

ChildrenandYoungPeopleinResidentialChildcare

3 2

SupportAttachmentandPositiveRelationshipsfor

ChildrenandYoungPeopleinResidentialChildcare

3 4

SupporttheWell-beingandResilienceofChildrenand

YoungPeopleinResidentialChildcare

3 3

SupportChildrenandYoungPeopleinResidential

ChildcaretoAchieveTheirLearningPotential

3 4

SupportChildrenandYoungPeopleinResidential

ChildcaretoManageTheirHealth

3 2

SupporttheDevelopmentofSociallyAware

BehaviourwithChildrenandYoungPeoplein

ResidentialChildcare

3 5

EngageinProfessionalDevelopmentinResidential

ChildcareSettings

3 3

SupporttheRights,DiversityandEqualityofChildren

andYoungPeopleinResidentialChildcare

3 3

ParticipateinTeamstoBenefitChildrenandYoung

PeopleinResidentialChildcare

3 3

GroupB-OptionalUnits(mustchoosea

minimumof3unitsfromthisgroup)

QCFlevel Credit

UnderstandtheCareSystemandItsImpacton

ChildrenandYoungPeople

4 3

UnderstandtheYouthJusticeSystemasItRelatesto

ResidentialChildcare

4 3

SupportYoungPeopleLeavingCare 3 6

UnderstandResidentialChildcareforChildrenand

YoungPeoplewithComplexDisabilitiesorConditions

3 3

UnderstandSupportforYoungPeoplewithComplex

DisabilitiesorConditionsMakingtheTransitioninto

Adulthood

3 3

WorkwiththeFamiliesofChildrenandYoungPeople

inResidentialChildcare

3 2

SupportUseofMedicationinSocialCareSettings 3 5

Pleasenote:

Qualificationsatlevel3andabovethatmeettheEarlyYearsEducatorcriteriabelowwillbeconsideredfullandrelevant.

Tocountintheratiosatlevel3,staffholdinganEarlyYearsEducatorqualificationMUSTalsohaveachievedGCSEsinEnglishandmathsatgradeCorabove.

ThefollowingqualificationshavebeenagreedasacceptableequivalenciestoGCSEsinEnglishandMathsatGradeCorabove:

• UKrecognisedpredecessorqualifications:‘O’levelA–CorCSEGrade1• RecognisedScottish,NorthernIrishandWelshequivalents• ASandA/2levels• AccreditedGCSEswhichcounttowardstheEnglishBaccalaureate• InternationalqualificationsdefinedbyUKNARICasmeetingGCSEA*-C.

Ifyouholdalevel3earlyyearseducatorqualificationbutdonothaveaGCSEinEnglishandmathsatGradeCorabove,youcanbecountedwithinthestafftochildratiosatlevel2only.

TherequirementforEarlyYearsEducatorqualificationsandGCSEsinEnglishandmathswillnotbeappliedretrospectively.StaffandlearnerswhoholdorareworkingtowardsexistingfullandrelevantqualificationswillstillbeabletopracticeandwillnotneedGCSEsinEnglishandmathsatGradeCorabove.

(Level3NVQ/QCF)DiplomainChildren’sLearningandDevelopment(EarlyYearsEducator)-QualificationstructureToachievethechildren’slearninganddevelopmentfullLevel3qualification,thelearnermustcompleteaminimumofsixty-fourcredits,ofwhichforty-sixcreditsmustbeachievedatlevel3orabove.Forty-sixcreditsmustbecompletedfromGroupAMandatoryUnitsandtheremainingeighteencreditsmustbeachievedfromGroupBoptionalunits.

GroupA-MandatoryUnits QCFlevel Credit

UnderstandChildren’sEarlyYearsEducationand

Development

3 9

ImplementingEarlyYearsFoundationStage 3 6

Diversity,EqualityandInclusioninEarlyYearsSettings 3 5

PlanandProvideEffectiveTeachingandLearningin

EarlyYearsSettings

3 5

MakeAccurateandProductiveUseofAssessmentin

EarlyYearsSettings

3 5

DevelopEffectiveandInformedProfessionalPractice

inEarlyYearsSettings

3 4

PromotetheHealth,SafetyandWell-beingof

ChildreninEarlyYearsSettings

3 4

ChildProtectionandSafeguarding 3 5

PartnershipWorkinginEarlyYears 3 3

GroupB-OptionalUnits QCFlevel Credit

UnderstandingHowtoPromotePlayandLearningin

theEarlyYears

3 9

SupportChildren’sOutdoorPlay 3 4

UnderstandHowtoWorkWithChildreninHome-

BasedCare

3 9

ManagingaHome-BasedChildcareBusiness 3 5

LeadandManageaCommunityBasedEarlyYears

Setting

4 6

CoordinateSpecialEducationalNeedsProvision 4 4

UnderstandtheNeedsofChildrenWhoAre

VulnerableandExperiencingPovertyand

Disadvantage

4 5

SupportDisabledChildrenandChildrenWithSpecific

Requirements

4 6

SupportTheUseofMedication 3 5

SupportChildrenatMealorSnackTimes 2 3

CareforthePhysicalandNutritionalNeedsofBabies

andYoungChildren

3 6

SupporttheDevelopmentofPositiveBehaviourin

Children

3 3

ContributetoEffectiveTeamWorkinginHealthand

SocialCareorChildren’sSettings

3 4

WorkingWithinaSocialPedagogicFrameworkWith

Children

3 5