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Unit 7

Working in childcare environments

H/615/1474

Guided learning hours: 90 Version 2 September 2017

Cambridge TECHNICALS LEVEL 2

HEALTH AND SOCIAL CARE

2016 Suite

LEVEL 2

UNIT 7: Working in childcare environments

H/615/1474 Guided learning hours: 90

Essential resources required for this unit: none This unit is internally assessed and externally moderated by OCR.

UNIT AIM

Working with children is a rewarding job, but it requires careful planning, preparation and a variety of personal skills. The skills required include effective communication, adapting the environment and activities for children and the ability to work with others, such as other childcare professionals.

This unit aims to introduce you to how to provide good quality care to children in childcare environments and how to make a positive difference in children’s lives. You will learn some of the practicalities of how to adapt the environment in a childcare setting with the use of, equipment, aids and activities.

You will learn the importance of the process of reporting and recording when you work with other key professionals, such as teachers and social workers. You will learn how to communicate effectively in a childcare setting and how reporting and recording accurately support the work of the childcare practitioner.

You will learn how to deal with accidents, emergencies and illness in children, as a part of ensuring their safety. Maintaining confidentiality and keeping records are other key areas of learning that you will develop.

Childcare workers need to be able to work safely and effectively by keeping their knowledge and skills up to date. You will understand the Continuous Professional Development requirements in childcare settings and the range of learning activities that childcare workers undertake to continue to maintain effective and safe working practices.

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TEACHING CONTENT

The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades.

Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples in their work, although these do not need to be the same ones specified in the unit content.

For internally assessed units you need to ensure that any assignments you create, or any modifications you make to an assignment, do not expect the learner to do more than they have been taught, but must enable them to access the full range of grades as described in the grading criteria.

Learning outcomes Teaching content

The Learner will: Learners must be taught:

1. Understand types of childcare settings and environments

1.1 Types of childcare settings, i.e. • Ofsted registered, i.e.

o 0-5 years – Early Years Register o 5-8 years – Child Care Register (compulsory) o 8 years plus – Child Care register (voluntary)

• Childminders • Nannies – Child Care register (voluntary) • day nurseries, pre-schools, nursery classes • special schools • looked after children (e.g. foster care, residential children’s

homes) • wrap around childcare (e.g. breakfast and after-school clubs,

holiday schemes, care for children with disabilities or special educational needs)

1.2 Individuals who may apply to the Early Years or Childcare register, i.e. • must be, i.e.

o an individual who has the right to work in the UK o an individual aged 18 or over o an individual who has undergone a Disclosure and Barring

Service (DBS) check o an individual who has completed the health declaration

booklet • must not be, i.e.

o an individual barred from working with children o an individual who has been previously refused registration o an individual who has had their registration cancelled

1.3 Inspection for childminders or childcare providers, i.e. • OFSTED • Self-evaluation

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Learning outcomes Teaching content

During the inspection visit inspectors will, i.e. • observe the children at play, observe how staff and the

children interact • check the children’s levels of understanding and if they take

part in learning • talk to you, staff or the childminder about the children’s

knowledge, skills and abilities • observe care routines and how they’re used to support

children’s personal development • evaluate staff or childminders’ knowledge of the early years

curriculum • review records maintained by the childcare provide

2. Be able to adapt the environment in a childcare setting

2.1 Adaptations to the physical environment, i.e. • safety and security measures (e.g. changes to seating,

installing hand rails lower down for easy reach, door and gates, (e.g. external gates and doors locked, handles and locks out of reach of children, safety gates to BSI Standard, toughened glass), lockable storage space, floor surfaces, (e.g. stable, non-slippery, soft under climbing equipment, easily cleanable), lockable toilet seats, sharp corners covered, radiator covers)

• accessibility and inclusivity (e.g. wheelchair ramps, specialised lighting for children with visual impairments, signage in different languages, positive imagery (including BAME, disability and different family structures), lift, multi-sensory rooms, adapted play equipment, large print/Braille books)

• adapting activities according to developmental stage (e.g. breaking down tasks into manageable steps to meet child’s needs; using signs, symbols to meet the child’s needs)

3. Be able to control infection in a childcare setting

3.1 Standard infection control precautions, i.e. • why they are necessary (e.g. to prevent the spread of infection,

to keep all those who live, work and visit in childcare environments safe)

• impact of not applying standard infection control precautions (e.g. spread of diseases, illnesses, fatalities, pressure on services, cost implications)

• use of Personal Protective Equipment (PPE), i.e. o types (e.g. uniforms, aprons, gloves, paper masks, paper

caps, masks, goggles, visors) o correct use (e.g. when they must be worn, how they

should be used, removed and disposed of) 3.2 Occupational exposure to hazards, including sharps, i.e.

• injuries (e.g. from needles, instruments or biting) • exposure of broken skin (e.g. eczema, cuts, sores) Good practices to follow (e.g. covering cuts before carrying out tasks, wearing PPE, handling of sharps, disposal of used sharps, reporting incidents)

3.3 Hand washing i.e. • correct technique for workers, i.e.

o immediately before and after handling food o before handling clean utensils or equipment

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Learning outcomes Teaching content

o preparing bottles o feeding children o after using the toilet o after assisting a child in using the toilet o after changing nappies o after handling of body fluids (e.g., saliva, nasal secretions,

vomit faeces, urine, blood, secretions from sores) o after handling hazardous waste o after handling soiled items (e.g. refuse, mops, cloths,

clothing) o whenever hands are visibly unclean o after removing disposable gloves

• for children, i.e. o upon arrival at childcare setting o after nappy change/visit to toilet o before and after meals and snacks o before and after water-based activities o after playing outside o after handling animals or animal cages o whenever hands are visibly dirty

3.4 Managing own health and hygiene, i.e. • illness (e.g. covering mouth and nose when coughing and

sneezing, disposing of used/soiled tissues correctly, not going to work when ill, not allowing children access to setting for 48 hours after last episode of sickness and diarrhoea, following Public Health England guidelines for other illnesses and infections)

• personal hygiene (e.g. hair tied up, clean uniform, bathing/showering)

3.5 Practise correct food hygiene, i.e. • correct storage of foods (e.g. cooked meats stored above raw

meats) • correct use of chopping boards and other equipment • clean work surfaces • long hair tied back/covered • correct fridge and freezer temperatures • appropriate clothing • no jewellery • short, clean and unvarnished nails • use by/best before dates adhered to on foods • using kitchen and kitchen equipment only for its intended

purpose • using correct bins for waste

3.6 Cleaning procedures i.e. • correct disposal of waste (e.g. nappies, litter, recyclable) • using correct chemicals/cleaning products for correct surfaces

and rooms/areas • health and safety considerations (e.g. area cordoned off, wet

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Learning outcomes Teaching content

floor signs) • correct use of equipment (e.g. mops and buckets, cloths,

vacuum cleaners) • correct storage of cleaning equipment and products (e.g.

locked away, out of reach of children)

4. Understand Continuous Professional Development in a childcare setting.

4.1 Definition of Continuous Professional Development CPD, i.e. identify own learning style, i.e. listening, reading, working, practical experiences

4.2 Plan and monitor own professional development, i.e. • discuss training and development needs with line manager • attend training offered • identify future training needs related to the role and the setting • keep a record of training for supervision and appraisal

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GRADING CRITERIA LO Pass Merit Distinction The assessment criteria are the Pass

requirements for this unit.

To achieve a Merit the evidence must show that, in addition to the Pass criteria, the candidate is able to:

To achieve a Distinction the evidence must show that, in addition to the pass and merit criteria, the candidate is able to:

1 Understand types of childcare settings and environments

*P1: Describe the differences between childcare settings

M1: Explain the inspection requirements for a selected childcare provider/childminder

P2: Outline the registration requirements for childcare providers

2 Be able to adapt the environment in a childcare setting

P3: Adapt an environment so that it is suitable for children

M2: Describe ways in which adaptations to the environment could benefit children

D1: Evaluate the appropriateness of adaptations in a childcare setting

3 Be able to control infection in a childcare setting

*P4: Describe what is meant by standard infection control precautions in childcare settings

M3: Explain when workers and children should wash their hands and why

D2: Analyse the potential impacts of poor infection control

*P5: Explain hazards you may be faced with in a childcare setting P6: Demonstrate appropriate hand-washing technique

P7: Demonstrate correct food hygiene procedures when storing and preparing food

M4: Explain health and safety procedures when cleaning in a child care setting

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LO Pass Merit Distinction P8: Describe good hygiene practice in a childcare setting P9: Demonstrate appropriate cleaning procedures and waste management in a childcare setting

4 Understand Continuous Professional Development in a childcare setting.

P10: Describe CPD requirements in a childcare environment

* SYNOPTIC ASSESSMENT It will be possible for learners to make connections between other units over and above the unit containing the key tasks for synoptic assessment, please see section 6 of the centre handbook for more detail. We have indicated in this unit where these links are with an asterisk and provided more detail in the Assessment Guidance.

ASSESSMENT GUIDANCE LO1: Understand types of childcare settings and environments P1: Learners must describe at least two different types of childcare available. They could use research and work experience to gain an understanding of what is available for children at different age groups.

P2: Learners must be able to outline the registration requirements for childcare providers.

M1: Learners must explain what the inspection requirements are for a selected childcare provider/childminder. LO2: Be able to adapt the environment in a childcare setting P3: Learners must be able to adapt an environment to make it suitable for children. This could be simulated or part of a work placement.

M2: Learners will need to describe at least two ways in which adaptations to the environment could benefit children.

D1: Learners must evaluate the appropriateness of adaptations in a childcare setting. LO3: Be able to control infection in a childcare setting

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LO3: Be able to control infection in a childcare setting P4: Learners should describe standard infection control precautions in a child care setting.

P5: Learners must be able to explain hazards which might be found within a childcare setting.

P6, P7 and P9: Learners must be able to demonstrate appropriate hand-washing technique, demonstrate correct food hygiene procedures when storing and preparing food and demonstrate appropriate cleaning procedures and waste management in a childcare setting. These tasks may be simulated, however evidence generated from a work experience setting may be used to support this in the form of witness testimonies from a work placement supervisor, as long as these reflect expectations of the unit.

P8: Learners must describe good hygiene practice in a childcare setting.

M3: Learners must be able to explain when workers and children should wash their hands and why.

M4: Learners must be able to explain the health and safety considerations which must be applied when cleaning in a childcare setting.

D2: Learners must be able to present an analysis of the potential impacts of poor infection control within a childcare setting, media reports or a case study may provide a useful basis for this evidence.

For this LO learners will benefit from drawing on learning from Unit: 1 Principles of working in health, social care and childcare, Unit 2 Health and safety in practice.

LO4: Understand Continuous Professional Development in a childcare setting

P10: Learners must describe the CPD requirements in a childcare setting. This could focus on an individual who works in a childcare setting.

Feedback to learners: you can discuss work-in-progress towards summative assessment with learners to make sure it’s being done in a planned and timely manner. It also provides an opportunity for you to check the authenticity of the work. You must intervene if you feel there’s a health and safety risk.

Learners should use their own words when producing evidence of their knowledge and understanding. When learners use their own words it reduces the possibility of learners’ work being identified as plagiarised. If a learner does use someone else’s words and ideas in their work, they must acknowledge it, and this is done through referencing. Just quoting and referencing someone else’s work will not show that the learner knows or understands it. It has to be clear in the work how the learner is using the material they have referenced to inform their thoughts, ideas or conclusions.

For more information about internal assessment, including feedback, authentication and plagiarism, see the centre handbook. Information about how to reference is in the OCR Guide to Referencing available on our website: http://www.ocr.org.uk/i-want-to/skills-guides/

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MEANINGFUL EMPLOYER INVOLVEMENT - a requirement for the Technical certificate qualifications

These qualifications have been designed to be recognised as Technical certificates in performance tables in England. It is a requirement of these qualifications for centres to secure employer involvement through delivery and/or assessment of these qualifications for every learner.

The minimum amount of employer involvement must relate to at least one or more of the elements of the mandatory content. This unit is a mandatory unit in the Childcare Assistant pathway.

Eligible activities and suggestions/ideas that may help you in securing meaningful employer involvement for this unit are given in the table below.

Please refer to the Qualification Handbook for further information including a list of activities that are not considered to meet this requirement.

Meaningful employer involvement Suggestion/ideas for centres when delivering this unit 1. Learners undertake structured work-experience or work-

placements that develop skills and knowledge relevant to the qualification.

Learners’ work experience or work placements could take place in a range of childcare settings including registered childminders, day nurseries, breakfast and after-school clubs and holiday schemes based environments to develop learners’ knowledge and awareness of the different types of child care environments. Learners could also observe the skills required with record keeping for children and parents details in maintaining confidentiality whilst out on placements in child care environments.

2. Learners undertake project(s), exercise(s) and/or assessments/examination(s) set with input from industry practitioner(s).

Learners should start work on their portfolio of evidence intended not only as a record of work experience, but also to encourage learners to consider their learning holistically across all aspects of their programme, other experiences such as employment, and also their personal lives. Portfolios should include evidence from learners’ own employment if appropriate, reviews of visits, key research and practical activities and projects related to their personal and professional development

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Meaningful employer involvement Suggestion/ideas for centres when delivering this unit 3. Learners take one or more units delivered or co-delivered by

an industry practitioner(s). This could take the form of master classes or guest lectures.

Childcare managers and supervisors could ensure learners are part of placement observations on confidentiality and record keeping, interpreters or signers for deaf people supporting children in overcoming communication barriers, hand washing and nappy changing routines

4. Industry practitioners operating as ‘expert witnesses’ that contribute to the assessment of a learner’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification.

Care managers and supervisors could provide effective feedback on learners interaction and interpersonal skills with children and encourage Learners to reflect on their time in replacement whilst combining practice and theory

You can find further information on employer involvement in the delivery of qualifications in the following documents:

• Employer involvement in the delivery and assessment of vocational qualifications

• DfE work experience guidance

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