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1.1. Explain positive outcomes for children and young people that residential childcare services aim to achieve
RCC 5.9 Lead practice to achieve positive outcomes for children and young people in residential childcare
Unit reference
F/506/7619
Unit level
5
Credit value
5
Guided Learning (hours)
35
Unit aim
This unit provides the knowledge and skills required to lead practice that achieves positive outcomes for children or young people in residential childcare.
Learner name:
Centre no:
PIN:
ULN:
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
1. Understand positive outcomes for children and young people in residential childcare.
1.1. Explain positive outcomes for children and young people that residential childcare services aim to achieve.
2. Be able to lead practice that puts children or young people at the centre.
2.1. Establish a culture that focuses on the wellbeing of the child or young person.
2.2. Lead child or young person centred assessments to identify support required focusing on strengths and abilities.
2.3. Plan provision that meets the identified needs of children or young people.
2.4. Implement provision that meets the identified needs of children or young people.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
3. Be able to lead engagement with families to benefit children or young people.
3.1. Analyse how the aims and objectives of the organisation and the nature of the work setting impact on engagement with families.
3.2. Cultivate attitudes amongst team members that promote productive engagement with families.
3.3. Implement practices that support pro-active liaison and engagement with families.
3.4. Support team members to address situations with families where it may be necessary to advocate for the rights of the child or young person.
4. Be able to lead practice that addresses the health needs of children or young people.
4.1. Review the issues affecting access to health care services for children or young people in residential childcare.
4.2. Review the impact of limited access to health care services on the health of children and young people.
4.3. Research the prevalence and nature of mental health needs among children and young people in residential childcare.
4.4. Explain the importance of early identification of mental health needs among children and young people in residential childcare.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
4.5. Support team members to enable children or young people to recognise and address their own health needs , as appropriate to their age and level of understanding.
4.6. Ensure policies and procedures to support safe use of medication are in place and followed by all in the work setting.
4.7. Establish a culture where choices for healthy living are promoted and modelled.
5. Be able to lead practice that supports children or young people to learn.
5.1. Summarise theories about how children and young people learn.
5.2. Evaluate the impact of life experiences and other personal factors on the capacity of children and young people to engage with learning and with education.
5.3. Support team members to engage children or young people in learning in ways that take account of the child or young person’s:
circumstances
experiences
interests
skills and talents
aspirations.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
5.4. Manage the physical environment in ways that encourage learning.
6. Be able to lead practice that supports children or young people to enjoy their leisure time.
6.1. Evaluate the benefits of leisure activities for children and young people.
6.2. Evaluate the importance of unstructured leisure time for children and young people.
6.3. Work with others to enable children or young people to choose how they use their leisure time.
6.4. Work with others to support children or young people to access leisure activities.
7. Be able to lead practice that promotes participation in the community.
7.1. Review the benefits for children and young people of forging links with the local community.
7.2. Analyse barriers to links between the local community, the care setting and the children or young people who live there.
7.3. Work with others within the work setting and in the community to overcome barriers to community participation.
7.4. Support team members to enable children or young people to participate in the community.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
8. Be able to lead continuous improvement to practice.
8.1. Implement systems for monitoring, reviewing and evaluating the service provided and its impact on children or young people and their families.
8.2. Encourage team members, children or young people and others to offer comments and suggestions on how the service could be improved.
8.3. Support team members to learn from challenges encountered in day to day work.
8.4. Implement changes to team practice and own practice as a result of evaluation, suggestions and reflection.
For e-portfolio a signature is not required, providing the learner has a personalised and secure login
Additional information about the unit:
Relationship to occupational standards
SCDLMCB4
Additional unit assessment requirements
Units need to be assessed in line with the Skills for Care & Development Assessment Principles.
Guidance for developing assessment arrangements for the unit:
Guidance for developing unit assessment arrangements – provided with the unit
Learning outcomes 2, 3, 4, 5, 6 and 7 must be assessed in a real work environment.
Unit assessment guidance – provided by the sector
To plan provision may involve working with children and young people, families and carers, team members and other professionals within and beyond the organisation.
Identified needs may relate to:
health and well-being
relationships
learning
leisure
play.
Health needs , e.g.:
physical
mental
emotional
sexual.
Benefits of leisure activities , e.g.:
fun and enjoyment
friendships
achievement
self esteem
personal identity
mental health and wellbeing
learning opportunities
community links
future employment or entrepreneurial possibilities.
Others , e.g.:
team members
other professionals
family members.
Example Answer
1. Understand Positive Outcomes for Children and Young People in Residential Childcare
1.1. Explain positive outcomes for children and young people that residential childcare services aim to achieve.
Residential childcare services aim to achieve several positive outcomes for children and young people, including emotional stability, social integration, educational success, and overall wellbeing. The primary goal is to provide a safe and nurturing environment where children can thrive and develop their full potential. Specific outcomes may include:
Emotional Development: Helping children build resilience, confidence, and emotional intelligence through supportive relationships with staff and peers.
Social Skills: Encouraging positive interactions and relationships, fostering teamwork, empathy, and communication skills.
Education: Supporting academic achievement through tailored educational programmes and resources that address individual learning needs.
Health and Wellbeing: Promoting physical, mental, and emotional health by providing access to healthcare, counselling, and recreational activities.
Life Skills: Equipping children with essential skills for independent living, such as problem-solving, decision-making, and self-care.
2. Be Able to Lead Practice That Puts Children or Young People at the Centre
2.1. Establish a culture that focuses on the wellbeing of the child or young person.
Establishing a culture centred around the wellbeing of children and young people involves creating an environment that prioritises their physical, emotional, and social needs. This can be achieved through:
Staff Training: Providing training for staff to ensure they understand the importance of wellbeing and are equipped with the skills to support children effectively.
Policies and Procedures: Developing clear policies that promote a child-centred approach, ensuring that the voice of the child is heard in decision-making processes.
Positive Relationships: Encouraging staff to build trusting relationships with children, creating a safe space where they feel valued and respected.
2.2. Lead child or young person centred assessments to identify support required focusing on strengths and abilities.
Child or young person-centred assessments should focus on recognising individual strengths and abilities while identifying areas for support. This involves:
Holistic Assessments: Using a holistic approach that considers the child`s emotional, social, educational, and health needs.
Strength-Based Frameworks: Implementing frameworks that highlight the child`s strengths, encouraging them to take an active role in their development plans.
Continued...
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