Children and Young People's Workforce Early Learning and Childcare Level 3

Develop a thorough understanding of the principles, legal framework, and practical application of equality, diversity, and inclusion as they apply to working with children and young people. This unit examines the concepts of equality and diversity, explaining how they differ and why both are essential to effective professional practice in childcare and early years settings. You explore the impact of prejudice and discrimination on children and young people – including the ways in which unconscious bias, structural inequality, and direct and indirect discrimination can affect a child's development, self-esteem, and life chances – and develop the skills and professional attitudes required to challenge and address these issues in your own practice. The unit also covers inclusive approaches to planning, provision, and communication that enable every child and young person to participate fully, regardless of ability, background, or identity.

Study the science of human development from birth to 19 years, building the detailed knowledge of developmental milestones and sequences that forms the foundation of all professional childcare practice. This unit covers the expected patterns of physical, cognitive, language, social, emotional, and moral development at each key stage, from the reflexive responses of the newborn through the rapid gains of the early years, the consolidation of middle childhood, and the complex developmental challenges of adolescence. You examine the wide range of factors that influence children's developmental trajectories, including genetic inheritance, family structure, socioeconomic context, culture, health, disability, and early educational experience, and develop the observational and analytical skills required to monitor development and identify when an intervention or specialist referral may be needed. The unit also addresses the role of language and communication in development and the specific interventions available to support children with communication needs.

Move from understanding development to actively promoting it, developing the professional skills required to assess developmental needs, plan targeted support, and deliver it effectively in a real childcare or early years setting. This unit covers the formal and informal assessment approaches used by practitioners to identify children's developmental needs and prepare individual development plans, with a focus on how assessment is made child-centred, strengths-based, and free from discriminatory assumptions. You learn to promote development across all domains through planned activities, environmental design, and relationship-based practice, and develop strategies for supporting children experiencing transitions – including starting nursery, moving between settings, family change, and the move from early years to school. The unit also covers the management of positive behaviour, exploring evidence-based approaches that help children develop self-regulation, social skills, and emotional literacy.

Develop a comprehensive and up-to-date understanding of the safeguarding framework that protects children and young people from abuse, neglect, and exploitation. This unit covers the main legislation, government guidance, and local policies that govern safeguarding in children's settings, including the Children Act 1989 and 2004, Working Together to Safeguard Children, and the statutory role of Local Safeguarding Children Boards. You learn to recognise the indicators of the four main categories of abuse – physical, emotional, sexual, and neglect – as well as emerging safeguarding concerns including county lines, child sexual exploitation, female genital mutilation, and online safety risks. The unit covers the procedures for reporting concerns, the role of the Designated Safeguarding Lead, multi-agency working in safeguarding, and how to support a child or young person who has disclosed abuse. E-safety for children and young people, including the risks of social media and online communication, is also addressed.

Develop the knowledge and practical understanding required to maintain a safe, healthy, and secure environment for children and young people in an early years or childcare setting. This unit covers the legislative requirements around health and safety in children's settings, including the Health and Safety at Work Act, COSHH regulations, and the specific requirements of the Early Years Foundation Stage (EYFS) statutory framework. You learn to plan and provide environments and services that promote children's health, physical well-being, and personal safety, and develop the risk assessment skills required to identify and manage hazards in the setting and on off-site visits and outings. The unit also addresses how practitioners can support children and young people to develop their own understanding of risk and safety in an age-appropriate way, fostering independence and resilience while maintaining appropriate levels of protection. Responses to accidents, emergencies, and illness in the setting are covered in full.

Understand the essential role that multi-agency and inter-professional working plays in promoting positive outcomes for children and young people, and develop the partnership skills required to work effectively with a wide range of colleagues and organisations. This unit examines the range of agencies, services, and professionals that may be involved in supporting a child or young person's development and well-being, including health visitors, speech and language therapists, social workers, educational psychologists, and SEND specialists, and explores how integrated working models – such as Children's Centres and the Team Around the Family approach – bring these professionals together to provide coordinated, holistic support. You develop the professional communication skills required to share information appropriately, maintain confidentiality, and contribute effectively to multi-agency meetings, reviews, and planning processes, ensuring that the child and their family remain at the centre of all decision-making.

Explore the complex interplay of factors that shape children's and young people's life outcomes, and develop the professional commitment and practical skills required to make a meaningful positive difference in the lives of the children and families you work with. This unit examines the range of social, economic, family, and environmental factors that can have a significant impact on children's health, development, education, and well-being, and explores the evidence base on effective early intervention and prevention work. You develop an understanding of how disability and special educational needs can affect a child's participation and outcomes, and examine the strategies and adaptations that practitioners can use to promote inclusion and reduce barriers to achievement. The unit also explores the role of equality, diversity, and inclusion in shaping outcomes, and considers how practitioners can challenge inequality and advocate effectively for the children and young people in their care.

Develop a thorough understanding of the statutory and philosophical frameworks that govern early years provision in England, and examine how these frameworks shape the planning, delivery, and evaluation of practice in nurseries, preschools, childminding settings, and early years classrooms. This unit covers the key principles of the Early Years Foundation Stage (EYFS) statutory framework, examining the four overarching principles – every child is unique, positive relationships, enabling environments, and learning and development – and exploring how they translate into day-to-day practice. You learn how to adapt the early years environment to meet the individual needs of different children, including those with special educational needs and disabilities, those learning English as an additional language, and those from disadvantaged backgrounds. The unit also examines the partnership model of working with parents, carers, and families, exploring how effective two-way communication and genuine parental engagement support children's learning and well-being.

Develop the knowledge and pedagogical skills required to plan, deliver, and evaluate high-quality learning and development experiences for babies and young children in line with the requirements of the Early Years Foundation Stage (EYFS). This unit examines the seven areas of learning and development in the EYFS – personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design – and explores how the characteristics of effective learning (playing and exploring, active learning, and creating and thinking critically) underpin all high-quality early years practice. You develop the skills to plan purposeful, play-based activities that support learning across all areas, observe and document children's learning and progress using accurate and informative methods, and engage children as active participants in planning their own learning experiences. The unit also covers how to review and reflect on your own practice in supporting children's learning and development.

Understand the range of statutory welfare requirements that apply to early years settings and develop the knowledge and practical skills required to promote children's physical health, emotional well-being, and personal safety in day-to-day practice. This unit covers the EYFS welfare requirements in relation to safeguarding, suitable people, health, managing behaviour, premises and equipment, and documentation, and examines how these requirements translate into everyday routines and procedures in the setting. You develop practical knowledge of hygiene and infection control, including the management of food hygiene, nappy changing, toilet training, and the prevention of cross-infection in group care settings. The unit also addresses the safe administration of medicines, the provision of physical care routines that respect children's dignity and support their developing independence, and the importance of outdoor physical activity, active play, and healthy nutrition in supporting children's long-term health and well-being.

Develop the professional identity, reflective practice skills, and sector knowledge required to practise as an effective, ethical, and continuously improving early years professional. This unit explores the scope and purpose of the early years sector in England, examining the range of provision types, the regulatory framework, and the professional standards and values that practitioners are expected to uphold. You learn how to support diversity, inclusion, and genuine participation for all children in the setting, including those with additional needs, and develop the skills to critically reflect on your own values, assumptions, and practice using reflective models and supervision frameworks. The unit also examines current policy, research, and professional developments influencing the early years sector, including the impact of government childcare funding policy, the expansion of free entitlement hours, and the evidence base on the long-term impact of high-quality early years provision on children's educational and life outcomes.

Develop a deep understanding of the central role that speech, language, and communication play in children's overall development, learning, and life outcomes, and build the practical skills required to support all children's communication development – including those with speech, language, and communication needs (SLCN). This unit examines the typical pattern of speech and language acquisition from birth through to school age, and explores the ways in which strong early language skills underpin children's ability to learn, build relationships, manage their emotions, and engage with the curriculum as they move into primary education. You explore the benefits of adults using specific interaction strategies – including commenting, extending, modelling, and Makaton signing – to support children's developing communication, and develop practical skills in creating language-rich environments and daily routines that provide every child with the frequency and quality of adult interaction that communication development requires. The unit also addresses how to identify children who may be experiencing difficulties with speech, language, or communication and the referral pathways available through health and education services.