City & Guilds Level 3 NVQ in Children's Care, Learning and Development
Qualification summary
This qualification is based on the National Occupational Standards for Children’s Care, Learning and Development and has been designed to provide a basis for work with children in many settings and services, including those that are universal and those that are more specialized. The NVQ supports the further development of an integrated workforce that meets the needs of a rapidly evolving sector that places the child at the centre. To this end, working with families and multi-agency working are included within the qualification, which also address the requirements of the evolving ‘Common Core’ of skills and knowledge being developed in England as well as meeting the needs of the rest of the UK.
This qualfication is designed to help anyone in Children's Care, Learning and development, working with chldren in the age range of 0-16 to prove thier skills.
One of the key differences in this qualification is that they have an extended age range of 0-16 and that there is a variety of units to choose from.
This qualification is aimed at workers in a broad range of settings, who may be working with children and their families in a variety of contexts. Examples of these are
Day care
Creches
Childminders
Nannies or other home carers
Schools
Pre-school groups/playgroups
Extended schools
Hospitals
Primary care
Community based services
Surestart Programmes
In many of the above settings, individuals will be involved with children across a range of ages up to 16 years old.
Qualification details
NVQ - National Vocational Qualification
Accreditation start date:
Operational start date in centres:
For information on the approval of qualifications for funding in England, Wales and Northern Ireland, see the links to DCSF, DIUS, DCELLS, DELNI and DENI below.
When undertaking a qualification that does not appear on the governments' lists as eligible for funding for specific age ranges, users must be aware of legal requirements. Not all qualifications are suitable for all age ranges.
For further information on 14-19 qualifications offered in England, please refer to the DCSF
Section 96 website.
For further information on 19+ qualifications offered in England, please refer to the DIUS
Section 97 website.
For further information on Wales, visit the
DCELLS website.
For further information on Northern Ireland, visit the
DELNI and
DENI websites.
Individuals working in a setting with children(whether in a paid or unpaid, part time or full time capacity) can undertake the NVQ Level 3 in Children's Care, Learning and Development. They can then progress through level 4 as their responsibilities in the setting increases. Individuals may also progress from or into the other types of qualifications, such as City & Guilds vocationally related qualifications at Level 3 such as Level 3 Certificate in Early Years Foundation Stage Practice and the Level 3 Technical Certificate in Children's Care, Learning and Development. They can also further progress onto City & Guilds Higher level 3 awards or senior awards from level 3 upwards. There is also opportunity to progress into HE via a Foundation Degree in Early Years (from level 3 or 4, or straight into an Honours Degree (from level 3 and 4).
Childminder
Nursery Nurse
Nursery School Teacher
Youth and Community Worker
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01 Health, Public Services and Care
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01.5
Child Development and Well Being
Direct Observation of candidate’s performance by the assessor and the assessor’s judgment on testimony from an Expert Witness Testimony are the main methods of assessment and primary sources of evidence
The majority of assessment for this qualification will take place in the work place under real work conditions, using observations by a qualified assessor and/or testimony form an expert witness, work products etc.
This qualification is internally assessed and externally verified.
Independence of assessment is achieved via robust external and internal verification processes , supported by City & Guilds scannable EV report form and reporting systems, QED, which identifies areas of risk for each centre.
The learner is required to complete all units from Group A plus two units from Group B and two units from Group B or C.
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A -
Mandatory
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M/103/3392 - Develop and promote positive relationships
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T/103/3393 - Develop and maintain a healthy, safe and secure environment for children
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A/103/3394 - Promote children's development
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F/103/3395 - Reflect on and develop practice
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J/103/3396 - Protect and promote children's rights
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B -
Optional - Group 1
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L/103/3397 - Plan and organise environments for children and families
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R/103/3398 - Promote the health and physical development of children
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Y/103/3399 - Promote children’s well-being and resilience
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F/103/3400 - Plan and implement curriculum frameworks for early education
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J/103/3401 - Assess children's progress according to curriculum frameworks for early education
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L/103/3402 - Plan and implement positive environments for babies and children under 3 years
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R/103/3403 - Support early intervention for the benefit of children and families
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R/103/2252 - Provide leadership for your team
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C -
Optional - Group 2
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H/103/3406 - Provide physical care that promotes the health and development of babies and children under 3 years
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K/103/3407 - Contribute to supporting parents with literacy, numeracy and language needs
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T/103/3409 - Maintain and develop a childminding business
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K/103/3410 - Work with families to enhance their children's learning and development
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T/103/3412 - Plan and support self-directed play
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A/103/3413 - Promote healthy living for children and families
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F/103/3414 - Care for children at home
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L/103/3416 - Support children with disabilities or special educational needs and their families
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Y/103/3418 - Empower families through the development of parenting skills
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R/103/3420 - Use Information and Communication Technology to support children's early learning
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Y/103/3421 - Support the delivery of community based services to children and families
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D/103/3422 - Safeguard children from harm
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K/103/3424 - Support children who have experienced trauma
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M/103/3425 - Administer provision within the childcare setting
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T/103/3426 - Work with a management committee
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F/103/3428 - Establish and maintain a service for children and families
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J/103/3429 - Support children and families through home visiting
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A/103/3430 - Involve families in the childcare setting
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F/103/3431 - Deliver services to children and families whose preferred language is not English or Welsh
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J/103/3432 - Create environments that promote positive behaviour
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L/103/3433 - Develop productive working relationships with colleagues
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R/103/3434 - Co-ordinate special educational needs in early education settings
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Y/103/3435 - Establish, develop and promote quality systems and procedures for the delivery of childcare services
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D/103/3436 - Advise and mentor those implementing quality systems and procedures for the delivery of childcare services
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H/103/3437 - Meet regulatory requirements in the childcare setting
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A/103/1595 - Recruit, select and keep colleagues
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R/103/1585 - Allocate and check work in your team
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L/102/8734 - Contribute to child care practice in group living
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R/102/6161 - Support the child or young person's successful transfer and transition in learning and development contexts
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Y/101/3332 - Help Pupils to Develop their Literacy Skills
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D/101/3333 - Help Pupils to Develop their Numeracy Skills
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R/101/2938 - Enable Individual Learning through Coaching
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R/101/2941 - Support Learners by Mentoring in the Workplace