Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Assessment and planning with children and young people in residential childcare

Type

Knowledge

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand the purpose and principles of assessment and planning with children and young people

1.1

Describe the purpose of assessment and planning with children and young people in residential childcare

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

Showcasing your skills:

Observations

Witness Testimonies

Workplace Records

Minutes of Meetings

Care Plans

Daily notes

Supervision / Appraisals Records

Medication Administration Records

In put – Out put Records

Turn Charts

Reports

Prior Learning / Certificates

Learning Journal

 

 

 

 

 

 

 

 

1.2

Explain why a child centred model of assessment and planning is used

1.3

Explain how assessment frameworks help to ensure holistic assessment

1.4

Explain the legal requirements for recording assessment and planning information

2

Understand how to place children and young people at the centre of assessment and planning

2.1

Explain how to use a child centred model of assessment and planning to identify the needs of children and young people

2.2

Explain the importance of working with others when assessing and planning for the needs of children and young people

2.3

Describe how to use methods of engagement to ensure the child is central when assessing and planning with children and young people

2.4

Describe strategies for child centred assessment and planning with children and young people who disengage from the process

3

Be able to participate in assessment and planning for children and young people

3.1

Explain the boundaries of own role and responsibilities within assessment and planning

3.2

Engage with children or young people to enable them to express their needs, views and aspirations in the assessment and planning process

3.3

Use and adapt assessment frameworks to ensure the assessment is full, accurate and child centred

3.4

Work with the child or young person to agree goals and targets

3.5

Explain how the goals and targets identified will support the achievement of positive outcomes

3.6

Work with the child or young person and others to develop a plan to meet assessed needs and work towards positive outcomes

3.7

Confirm that the child or young person and others understand and agree to plan

4

Be able to work with children and young people as a plan is implemented

4.1

Support the child or young person and others to understand their roles and responsibilities in implementing an agreed plan

4.2

Encourage the child or young person to work towards the achievement of a plan

4.3

Agree ways of recording progress towards goals and targets with the child or young person and in line with organisational requirements

4.4

Record progress of a child or young person in relation to a plan

5

Be able to work with children and young people to review and update plans

5.1

Explain the importance of reviewing and updating plans

5.2

Work with the child or young person and others to review progress towards goals and targets

5.3

Identify aspects of the plan that are working well and those that need to be revised

5.4

Use outcomes of review to update plan

5.5

Agree the updated plan with the child or young person and others involved

6

Be able to contribute to assessment led by other professionals

6.1

Explain own role and the roles of others in the external assessment process

6.2

Respond to requests for information to support the assessment in line with organisational requirements

6.3

Support the child or young person to understand and contribute to external assessment

 

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