Level2 NVQ Main

CACHE
Candidate Handbook
Level 2 NVQ in Children’s Care, Learning and Development

© CACHE 2005
Except as allowed by law, or where specified in the text, no part of this publication
may be reproduced or transmitted in any form or by any means without prior permission
from the Council for Awards in Children's Care and Education.
Qualification Accreditation Number 100/5515/0
Published in Great Britain by CACHE
First edition 2005 Book code 100/5515/0
Publication date
October 2005
Publisher
Council for Awards in Children's Care and Education
8 Chequer Street, St Albans, Hertfordshire, AL1 3XZ
Telephone 01727 847636
Registered Company No: 2887166

Registered Charity No: 1036232
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Level 2 NVQ in Children’s Care, Learning and Development Contents
Contents
Introduction 1
About this handbook 3
What is an NVQ? 4
What is the difference between an NVQ and a VQ? 4
What is an NVQ assessment centre? 5
What is the structure of an NVQ? 6
Level 2 Units 7
How will I be assessed? 8
How long will it take to complete my NVQ? 9
What will happen if I stop doing my award? 9
What do I do if I think I am being unfairly or inappropriately assessed? 10
What are Key Skills? 10
Does it matter what kind of setting I am working in? 11
What are the principles and values of Children’s Care, Learning and Development? 11
What age range of children must I be working with? 12
What is holistic assessment? 12
Can I choose my optional units? 13
Can I start straight away answering all the knowledge statements? 13
How to gather and log your evidence 14
What is a portfolio? 14
The different kinds of evidence 14
Must I have different sorts of evidence? 15
How do I complete the Unit Assessment Records (URA’s)? 17
What are ‘evidence requirements’? 17
Section 1 - Recording Forms 19

Assessment Plan 23
Evidence Record 25
Professional Discussion 27
Assessor Feedback to Candidate 31
Witness Status List 32
Unit Assessment Record 33
© CACHE 2005 i
Contents Level 2 NVQ in Children’s Care, Learning and Development
Section 2 - Unit Assessment Records and Standards 35

Unit Checklist 37
Please note only the mandatory units are included in Section 2. The optional units are
on the disk attached to the inside front cover of this handbook.
Section 3 - Mapping of Key Skills Level 3 can be found on the 135

CACHE website
Section 4 - Key Words and Concepts 137
Section 5 - Appeals Procedure and Confidentiality 147
ii © CACHE 2005
Level 2 NVQ in Children’s Care, Learning and Development Introduction
Introduction
The CACHE Level 2 NVQ Children's Care Learning and Development:

• provides a National Vocational Qualification for candidates who work with or wish to
work with children aged 0-16 in settings or services whose main purpose is children's
care, learning and development
• provides a qualification for those whose working role calls for competence across a
varied range of responsibilities
• provides the values and principles that underpin the National Occupational Standards
(NOS) at Level 2
• allows progression to related 'higher level' or level 3 qualifications, e.g. CACHE Level 3
NVQ in Children’s Care, Learning and Development or CACHE Level 2 Certificate in
Pre-School Practice
CACHE Level 3 NVQ in Children's Care Learning and Development:

• encourages lifelong learning
• provides sign posting to Key Skills
It is expected that candidates will be:

• people already working in settings or services whose main purpose is children's care,
learning and development with children aged between 0-16 and their families
• recent entrants to the sector who want to work in settings or services whose main
purpose is children's care, learning and development with children aged between 0-16
and their families
'Level 2 qualifications recognise the ability to gain a good knowledge and understanding
of a subject area of work or study, and to perform varied tasks with some guidance or
supervision. Learning at this level involves building knowledge and/or skills in relation to
an area of work or a subject area and is appropriate for many job roles.'
Within children's care, learning and development examples of roles at level 2 are:
• Nursery assistant
• Crèche worker
• Special educational needs assistant
With the exception of childminding in Northern Ireland where a Level 2 qualification is

acceptable for unsupervised work, nearly all Level 2 roles are for those who are working
under supervision in face-to-face roles with children and families.
© CACHE 2005 1
About this handbook
Welcome to your NVQ.
This is your candidate handbook, which is designed to help you understand the NVQ
process - whether you have done an NVQ before or not - and how to gain your NVQ
qualification in Children's Care, Learning and Development (CCLD).
This handbook contains an Introduction and 5 Sections:

• The Introduction will hopefully:
• answer any queries you may have about NVQs in general
• deal with any specific questions you may have about this particular qualification in
Children's Care, Learning and Development
• give you guidance about assessment and how to collect evidence for each unit
• Section One contains the recording forms
• Section Two contains the Unit Assessment Records and national occupational
standards for the core and optional units
• Section Three contains the Signposting to Key Skills
• Section Four contains the key words and concepts
• Section Five contains information about the Appeals procedure and confidentiality
We wish you well at the start of this learning journey and hope you enjoy the
challenge and the experience. Remember this is a qualification which is awarded
to you because you are competent in your job and have reached the National
Occupational Standard.
It means you can do the job, and know how and why you are doing it!
© CACHE 2005 3
Introduction Level 2 NVQ in Children’s Care, Learning and Development
What is an NVQ?
NVQ stands for National Vocational Qualification. An NVQ is gained by a candidate proving
to an assessor that they are competent in the work they do.
An NVQ is based on a set of national occupational standards that have been developed by
the relevant Sector Skills Council. The development of these National Occupational
Standards (the standards) was facilitated by the National Day Nurseries Association on
behalf of the sector and funded by the Children's Workforce Unit of the DfES. Highly
experienced practitioners have written these standards, and they basically describe the
various components of a particular job.
A person who registers to do an NVQ is called a candidate and to gain their NVQ, a
candidate has to show by various means that they can meet all the criteria laid down in the
standards through doing their everyday work. They do this by gathering evidence from their
work practice and by being observed at work by an assessor - this assessor will be suitably
qualified and experienced and will have been allotted to a candidate when they registered
with an assessment centre.
It is your responsibility to provide sufficient evidence of your competence in practice and in

your knowledge to your assessor in order to achieve your NVQ award.
What is the difference between an NVQ and a VQ?

VRQ stands for vocationally related qualification (VQ for vocational qualification). These
qualifications comprise a training course that cover the skills and knowledge required in a
job at a certain level. To qualify, a student must attend a course and successfully complete
a number of assessable assignments or tests.
An NVQ is achieved by proving competence in the workplace against a set of nationally

based standards (which means a candidate should already have knowledge and
understanding at this level and already be experienced at doing the job). An NVQ candidate
achieves their NVQ by being assessed in the workplace by a qualified NVQ assessor to
prove that competence in practice and in the relevant knowledge.
4 © CACHE 2005
What is an NVQ assessment centre?

NVQ assessment centres are usually based within training organisations or educational
institutions but sometimes may exist in their own right. An assessment centre comprises the
following people.
Assessor - this person is suitably Expert witness - Given the nature of the
experienced and qualified in the subject work with children and their families,
they are assessing and will have also which may from time to time, include
gained their assessor's award (either sensitive situations requiring confidentiality,
D32/D33 or the more recent A1), which there may be a need to make use of
qualifies them as an assessor. A trainee Expert Witnesses as an important
assessor is someone who is working source of performance evidence in the
towards their assessor's award and so workplace. Expert witnesses can be
all their assessment judgements on a drawn from experienced individuals who
candidate are overseen and can attest to the candidate's performance
countersigned by a qualified assessor in the workplace e.g. line managers or
until they have gained their award. An other experienced colleagues. This may
assessment centre may have one or prove particularly important for those
any number of assessors. An assessor candidates who work unsupervised, but
may or may not also be an internal who have contact with a range of different
verifier. professionals in the course of their work
activities.
Internal Verifier - this person is also An assessment centre will have applied
suitably experienced and qualified in the to and been approved by an awarding
field of work that the centre is body to offer their NVQs. The awarding
assessing. They will also have both an body has a team of external verifiers
assessor's award and an internal for each NVQ and appoints an external
verifier's award (D34 or the more recent verifier to every assessment centre. The
V1). The internal verifier has three roles:- external verifier normally visits an
to support assessors, to sample and assessment centre twice a year to check
monitor assessment judgements to that the centre is operating properly and
check these are fair and sound, and to effectively, within QCA and awarding
organise standardisation meetings to body guidelines/regulations.
ensure that judgements made by
different assessors are similar, on an
equal footing and at the same standard.
Centre Co-ordinator - this is the person who usually deals with enquirers and with
queries, is responsible for administration and for liaising with an awarding body over the
registration and certification of NVQ candidates. This person may or may not also be
an assessor or internal verifier.
© CACHE 2005 5
The following diagram illustrates how it all works.
Sector Skills Council Accrediting Body

(e.g. QCA; SQA; ACCAC )
Responsible for developing national Accredit awarding bodies to
standards for vocational qualifications award NVQs
Awarding Body eg. CACHE
approves assessment centres, registers candidates,

monitors quality and issues certificates
Assessment Centre
Approved by awarding body offer and co-ordinate

assessment to offer of specific NVQs
External Verifier Expert Witness
Works for the Awarding Body; Approved and inducted by the

monitors assessment and internal assessment centre to offer assessment
quality assurance of approved centres for a specialist unit or if the
assessor is unavailable
Assessor Internal verifier
Works for the assessment centre. Works for assessment centre

Assesses candidate's evidence to ensure consistency and
of competence in practice and quality of assessment within
in knowledge the centre
Candidate
Individual seeking certification for their competence
What is the structure of an NVQ?

An NVQ is a qualification based on the occupational standards and these are grouped into
a number of units; some of these may be mandatory units, some may be optional units.
This means a candidate must do the mandatory units, but may choose from a range of
optional units to do the number of units prescribed.
6 © CACHE 2005
Level 2 Units
The proposed NVQ/SVQ is a 7-unit qualification comprising 6 mandatory units plus
1 option unit.
Mandatory units
CCLD 201 Contribute to positive relationships

CCLD 202 Help to keep children safe
CCLD 203 Support children's development
CCLD 204 Use support to develop own practice in children's care, learning and
development
CCLD 205 Prepare and maintain environments to meet children's needs
CCLD 206 Support children's play and learning
Choose 1 from the following options
CCLD 207 Contribute to the effectiveness of teams

CCLD 208 Support the development of babies and children under 3 years
CCLD 209 Support a child with disabilities or special educational needs
CCLD 210 Support children and young people's play
A unit - mandatory or optional - describes a particular function within a job and breaks it
down to list the specific activities or duties this comprises. A unit therefore includes the
following components.
Elements An element describes one distinct aspect of the function depicted

by the unit. For example, CCLD 202 Help to keep children safe:
is a level 2 unit which is broken down into the following elements:
1. Prepare and maintain a safe and healthy environment
2. Follow procedures for accidents, emergencies and illness
3. Support the safeguarding of children from abuse
4. Encourage children's positive behaviour
Each element describes a different aspect of the unit title
Each element is then broken down further into performance criteria,

which means "What you must do"
© CACHE 2005 7
Performance Criteria This list indicates the several things that you must do in order to
demonstrate that you can for instance prepare and maintain a safe
and healthy environment and meet the National Standard.
Examples are:
CCLD 202.1.3 Recognise potential hazards in the setting

and deal with these promptly according to
procedures
CCLD 202.1.7 Encourage children to develop good hygiene

practices
What you must know Finally, not only must you show that you can do everything
and understand listed in each element, you must also show that you have the
knowledge and understanding that underpins your actions. This
knowledge and understanding is listed in a number of statements
at the back of each unit.
How will I be assessed?

When you first apply to an assessment centre to do an NVQ, the centre should check out
that:
a) you already have some experience and knowledge of working with children
b) you are working in a childcare setting. This may be done via an interview, a site audit
and/or a site visit
If all is well, you will then undergo an induction process, be allocated an assessor and
registered with the awarding body. Many of the points in these early sections of the
handbook should be explained to you together with advice on how to organise and build
your portfolio of evidence. You should also be given copies of assessment centre policies,
procedures and other documentation and it should be made clear what is expected of you
and what you can expect from both your assessor and the assessment centre. The centre
should additionally check whether you have any particular assessment requirements,
learning needs or disabilities and ensure that you have the support and resources you need.
You are then ready for assessment to begin.
There are a number of ways that you will be assessed, that are linked into the different kinds
of evidence that can prove your competence. For information about the different kinds of
evidence, see The different kinds of evidence later in this Introduction.
When you first start your NVQ, your assessor will talk to you about what you do and will
come and observe you working in your normal working situation. Your assessor will look at
everything you do, and record it, so that nothing is wasted. We call this 'holistic
observation'.
8 © CACHE 2005
Your assessor will be able to plan with you how to get evidence for certain units that may
involve collecting work products - for example units like:
CCLD 204 Use support to develop own practice in children's care, learning and
development or
CCLD 207 Contribute to the effectiveness of teams
Your assessor will meet with you regularly to:

a) help you to plan getting your evidence
b) give you feedback on evidence that has been assessed
c) ask you questions or have a professional discussion that will elicit further evidence
Your assessor will also explain further to you how to log your evidence, see How to gather
and log your evidence later in this Introduction.
How long will it take to complete my NVQ?

This depends on a number of things:
• How experienced you are in your job
• How often you work
• How much time you give to gathering and logging your evidence
• Your assessment centre may have set time limits because of funding restrictions
• Your registration with CACHE lasts for three years (providing the award has three years
shelf-life left) and you would normally be expected to complete within this timescale.
Under certain circumstances it may be possible to reregister but you would need to talk
to your assessment centre about this.
What will happen if I stop doing my award?

• If you have to stop doing your NVQ, you must discuss this with your assessment
centre. Most assessment centres will support you in returning to your award at any time
within the registration period, but there may be financial implications in doing this.
• If you are moving to another area of the country, it may be possible to transfer your
registration to another centre. Again speak to your assessment centre about this.
• If you are not going to finish your award, the assessment centre can obtain unit
certification for any units that you have completed.
© CACHE 2005 9
What do I do if I think I am being unfairly or

inappropriately assessed?
Every assessment centre should have its own complaints procedures and in the first
instance, you should always follow this. It may be that there has been a misunderstanding
on your part, it may be a personality clash between you and your assessor or it may be
poor assessment practice. Whatever the reason, lodging the actual complaint is the first
step to resolving the issue.
If however, you do this and are still unsatisfied, feeling sure that the assessment centre is
not practising properly, then you should contact CACHE. Your assessment centre should
give you at induction, a copy of CACHE's complaints procedures so that you will know
exactly who to contact. This will then be followed up with your assessment centre to ensure
the issue is resolved.
What are Key Skills?

Some candidates undertaking an NVQ are also undertaking an apprenticeship in their
subject with an employer. As well as their NVQ, apprentices additionally take their Key Skills
awards - these are as follows:
• Working with Others • Information Technology
• Communication • Improving own Learning and Performance
• Application of Number • Problem Solving
It is highly likely that in the process of gaining evidence for the CCLD NVQ, apprentices are
similarly gaining evidence for various key skills units. Each CCLD unit therefore also shows
the likely opportunities where this can occur.
10 © CACHE 2005
Does it matter what kind of setting I am working in?

Yes it does. You need to be working with children and/or young people in a child care
setting. The standards are for people who work with children from 0 to 16 years (and their
families) in settings or services whose main purpose is children's care, learning and
development. The settings are varied and it is not possible to list them all, but the following
are examples:
• Daycare • Children's centres
• Crèches • Extended schools
• Childminders' own homes • Hospitals
• Nannies or home child-carers in the • Primary care

child's own home
• Community based services
• Schools
• SureStart programmes
• Pre-schools/playgroups
It is important to note that the standards at Levels 2 and 3 are designed primarily for those
engaged in face-to-face work with children and families. However some units at level 3 and
many at level 4 are suitable for those in supervisory, management, support or peripatetic
roles.
What are the principles and values of Children's Care,

Learning and Development?
These are the 'foundation stones' of the NVQ and a thorough understanding of these is
necessary to properly interpret the occupational standards.
There are 2 principles, which underpin everything you do:
1st principle 2nd principle

the welfare of the child is paramount practitioners contribute to children's
care, learning and development and
this is reflected in every aspect of
practice and service provision
© CACHE 2005 11
There are 9 values, which go alongside these principles

1. The needs, rights and views of the child are at the centre of all practice and provision
2. Individuality, difference and diversity are valued and celebrated
3. Equality of opportunity and anti-discriminatory practice are actively promoted
4. Children's health and well-being are actively promoted
5. Children's personal and physical safety is safeguarded, whilst allowing for risk and
challenge as appropriate to the capabilities of the child
6. Self-esteem, resilience and a positive self-image are recognised as essential to every

child's development
7. Confidentiality and agreements about confidential information are respected as

appropriate unless a child's protection and well-being are at stake
8. Professional knowledge, skills and values are shared appropriately in order to enrich the
experience of children more widely
9. Best practice requires reflection and a continuous search for improvement
What age range of children must I be working with?

The answer is whoever you are working with. If you work with children aged anywhere
between 0-16, or any combination of age groups you can get your NVQ as long as you are
in a children's care, learning or development setting. You will be required to show
knowledge and understanding of the age range 0-16 in several places, but in practice your
evidence will come from whoever you work with.
What is holistic assessment?

This means that although the child care job is broken down into various units as we have
seen, you should not be assessed unit by unit. When your assessor observes you at work
s/he will see evidence for a number of different units and this must all be recorded and
logged. It also means that your assessor should see consistent evidence over a period of
time. Every performance criterion in every element in every unit needs to be met on at least
one occasion, (and very often it will be seen more than once) - assessing holistically via
observation over a number of visits helps this to happen naturally.
12 © CACHE 2005
Can I choose my optional units?

Yes you can - it makes sense of course to choose those units describing work you regularly
do. Talk to your assessor about which units you feel are best for you.
Can I start straight away answering all the knowledge

statements?
The first thing to understand, is that the knowledge statements are not questions
to be answered! A number of these statements start with the words 'how to'. Many of
these can be met through your assessor observing you and other questions that your
assessor asks you after an observation, will probably meet others too.
The second point is that in NVQs generally, these knowledge statements are meant
to relate to practice, i.e. you show your knowledge and understanding of your practice -
why you do what you do. Your evidence therefore should give real-life examples from your
work and not be 'classroom-based' theoretical answers.
If you are someone who likes writing, then once you have understood the above, by all
means begin to collate your practice-based knowledge evidence if you wish. However, do
be aware that much of it can be met via observation and professional discussion with your
assessor, and can be recorded in other ways. See the notes on professional discussion in
The different kinds of evidence later in this Introduction.
Knowledge evidence can come from all types of evidence. Explanation of work products,
reflective accounts and professional discussion are good sources which show your
knowledge through your practice.
Your assessment centre may also provide opportunities for you to evidence your
knowledge, including helping you find out information in order to have a professional
discussion with your assessor.
© CACHE 2005 13
How to gather and log your evidence
What is a portfolio?
A portfolio is a file in which you keep all your evidence. Your assessor will talk with you about
how to organise this file - different centres do it in different ways. Basically every piece of
evidence needs to be numbered and logged against the standards it meets.
The different kinds of evidence
Observation
Your assessor will need to see you at work on a number of different occasions and by
recording what you are seen doing and saying, will gather evidence for you. These
observations are then mapped against the performance criteria lists in the units and
everything that you have covered is recorded and later agreed with you. Sometimes it may
be mapped against the knowledge evidence also. There should be direct observation
included in all elements as evidence.
These observations are then mapped against the performance criteria lists in the units and
everything that you have covered is recorded and later agreed with you. Sometimes it may
be mapped against the knowledge evidence also.
Expert witness evidence
Given the nature of the work with children and their families, which may from time to time
include sensitive situations requiring confidentiality, there may be a need to make use of
expert witnesses as an important source of performance evidence in the workplace. Expert
witnesses can be drawn from experienced individuals who can attest to the candidates's
performance in the workplace. This may include line managers or other experienced
colleagues from inside an organisation or from other agencies. This may be particularly
important for candidates who work unsupervised, but have contact with a range of different
professionals in the course of their work.
Witness testimony
There will be many times when you do particular things and your assessor is not there to
observe you. Someone else who was there e.g. a colleague or a parent, could give you an
authenticated statement of what you did and said, thereby providing you with evidence.
Reflective account
You may write up yourself an account of something you have done and said at work that
includes some reflection on your performance and whether next time you might behave
differently. You can also give an oral reflective account to your assessor maybe in response
to a question about your practice, or to evidence your knowledge and understanding. Your
assessor will need to record the oral account either on tape or in writing.
14 © CACHE 2005
Work based evidence
These are things produced in the course of your work that can provide evidence of your
competent performance, for example, minutes of staff meetings, plans or checklists you
have drawn up, and reports or procedures you have written. This can also provide evidence
of your knowledge and understanding.
Professional discussion
Your assessor will at times want to engage you in conversation in order to understand why
you did and said certain things. Such a discussion draws out a depth and breadth of
knowledge and understanding and also establishes the rationale behind your actions. These
discussions will be recorded on tape or in writing and again will be mapped against the
standards to show exactly what has been 'proved'. You should prepare for these
discussions so that you are clear about what you need to discuss with your assessor
beforehand.
Must I have different sorts of evidence?

You don't have to - if your assessor could observe everything (including your knowledge)
that would be fine but this is unlikely.
Assessment of competence in practice
Direct observation of your performance by the assessor, will be the main method of
assessment of your competence. Other people may provide additional or secondary
evidence of your performance. Reflective accounts are also likely to be a key source of
evidence since you have to show that you are reflective and consider your own practice as
part of a continuous improvement cycle.
Assessment of knowledge and understanding
Assessment of your knowledge and understanding should wherever possible be carried out
during performance to ensure that theory and practice are linked and your assessor will
show this in the recording of their observations.
If you turn to the second page of each unit, you will see the "Key to Methods of Evidence
Gathering". Whatever types of evidence you have, these must be logged according to the
relevant key letter - your assessor will show you how. The key methods are explained further
below.
Key Letter A - Direct Observation
This is the letter for direct observations made and recorded by your assessor. Holistic direct
observations from your assessor over a period of time will be your major form of evidence.
These will be the primary sources of evidence.
© CACHE 2005 15
Key letter B - Recorded Oral and Written Questions
This refers to records of questioning by your assessor. They may be asked verbally and
written down by the assessor at the time, or the assessor may write down the questions
s/he wants to ask and give them to you to write in your answers for later checking or
discussing.
Key letter C - Witness testimony
Witnesses are other people who may have been present at a particular incident, or are able
to provide evidence of consistency in practice, but are not on the centre's register as expert
witnesses.
Key letter D - Expert witness evidence
This is evidence usually in the form of observations, which are carried out by expert
witnesses who are approved and trained by the assessment centre. They can be used for
confidential matters where it may be inappropriate for the assessor to be present, or for
specialist units where the assessor may need help in assessing that particular unit.
Key letter E - Case Studies, Assignments or Projects
Occasionally, you may be asked to do one of the above to provide evidence. This may
happen if for some reason there is no naturally occurring evidence already available. Make
sure you are clear why you are doing this and what evidence it should generate.
There is also a mandatory unit in CCLD which is concerned with 'using new knowledge and
skills to develop practice' (CCLD 204.2). Any evidence of knowledge your produce can be
used within this unit to show how it has influenced your practice. Nothing is ever wasted
in NVQ.
Key letter F - Reflective Accounts
This is a written or oral account of your work where you reflect on what you have done, how
you did it and whether it was successful, and how you might change it if you did it again. If it
is an oral account there still needs to be a permanent record of it in your portfolio for
reference. Reflective accounts are also useful to provide evidence for events that happen.
Key letter G - Professional discussion
Your assessor will at times want to engage you in conversation in order to understand why
you did and said certain things. Such discussions draw out a depth and breadth of
knowledge and understanding and also establishes the rationale behind your actions. These
discussions will be recorded on tape or in writing and again will be mapped against the
standards to show exactly what has been 'proved'. You should prepare beforehand for
these discussions so you are clear about what you need to discuss with your assessor.
16 © CACHE 2005
Key letter H - Work Products
This evidence covers anything you have produced in your working practice. Work plans and
work based products e.g. minutes of meetings, reports, curriculum plans, displays,
photographic records of children's work, leaflets, child observations and assessments.
Photographs and audio-visual records of children are not appropriate and should not be
used. Remember you must have produced it and children should not be identifiable in it.
Key letter I - Simulation
This does not happen very often. Simulation can only be used where it is clearly indicated in
the evidence requirements and then only if no naturally occurring evidence is available. If it
has to be used, simulation must be as realistic as possible and your response to it must be
consistent with the policies and practices of your setting. It should be agreed between you
and your assessor at the planning stage.
Key letter J - Evidence from prior experience and learning that demonstrably matches
the requirements of the standards.
How do I complete the Unit Assessment Records

(UAR's)?
In every unit against all the standards entitled 'performance criteria', are boxes to record your
evidence - these are the UAR's. You must also ensure that the first page of every unit - the
Unit Signature Sheet (USS) - is properly filled out with all the necessary details and signed
and dated when that unit is complete. Please note that all details must be completed
in ink and correction fluid must never be used on an UAR or USS.
When, how and who completes the UAR's is something you should discuss with your
assessor, but two things can be clarified here:
• these must be completed on an ongoing basis as evidence is generated
• only assessed evidence is recorded here, ie. evidence where your assessor (not you!)
has decided exactly what it proves.
What are 'evidence requirements'?

These are part of requirements of the National Occupational Standards. They state clearly
what evidence is required for each unit and these must be adhered to. They will be
specified for each unit and you and your assessor should check when you are planning
your award.
© CACHE 2005 17
Level 2 NVQ in Children’s Care, Learning and Development Section 1
Section 1
Recording Forms
© CACHE 2005 19
Section 1
Recording Forms
Introduction
It is necessary under the NVQ code of Practice 2001 for centres to keep copies of the
forms (for 3 years) to provide evidence that the assessment process has taken place for
each candidate and that it has been fair, safe, valid and reliable. Therefore the assessment
plans and assessor feedback records are mandatory and must be kept in centres for
3 years.
CACHE have provided examples of these forms. Centres are welcome to use these or they
can devise their own forms providing they meet the requirements of the NVQ Code of
Practice 2001 and reflect the current A1/A2 and V1 standards.
Examples of other useful forms have also been provided, e.g. evidence record, witness
status list and professional discussion record. Whilst centres need to use these forms or
similar ones, it is not necessary to keep copies of these in the centre for 3 years.
© CACHE 2005 21
Assessment Plan
Award: Date:
Candidate's Name: Candidates PIN Number:
Assessor's Name:
Evidence Type Date of Assessment Achieved/date
Arrangements for giving feedback and dates:
Units that may be covered for performance criteria, knowledge and scope:
Review of assessment plan: Date:
Agreement box
Candidate’s signature: Date:
Assessor’s signature: Date:
© CACHE 2005 23
Section 1 Level 2 NVQ in Children’s Care, Learning and Development
Assessment Plan
Award: Children’s Care, Learning and Date: 01/04/05

Development (CCLD) Level 2
Candidate's Name: Jenny Smith Candidates PIN Number: 05/1234
Assessor's Name: John Foley
Evidence Type Date of Assessment Achieved/date
Direct observation at playgroup 12th April 2005 Yes

between 10am and 12.30 pm 12/04/05
Work product - accident book 12th April 2005 Yes
12/04/05
E
Reflective account of encouraging 19th April 2005 Yes
L
participation 19/04/05
P
Witness Testimony 19th April 2005 Not yet
19/04/05
A M
Arrangements for giving feedback and dates:
S
Orally after direct observations 12/04/05. Written feedback by 21/04/05
Units that may be covered for performance criteria, knowledge and scope:
CCLD 206
Review of assessment plan: Date: 19/04/05
Agreement box
Assessment plan discussed and agreed
Candidate’s signature: Jenny Smith Date: 21/04/05
Assessor’s signature: John Foley Date: 21/04/05
24 © CACHE 2005
Evidence Record
Award: Date:
Assessor's Name:
Evidence Type (Please tick as appropriate)

Direct observation of process Witness testimony
Direct observation of product Reflective account
Questions & answers Accreditation of prior learning
Expert witness evidence Others:
(optional units only) (please state)
Recording Unit EI. P.C Kn. Sc.
Assessor’s comments:
Candidate’s comments:
Agreement box
© CACHE 2005 25
Evidence Record (continuation sheet number ...)

Award: Date:
Assessor's Name:
Recording Unit EI. P.C Kn. Sc.
Agreement box
26 © CACHE 2005
CACHE Level 2 NVQ in Centre
Children’s Care, Learning Centre Name

and Development
Centre Number
Professional Discussion
Centre
Award
Unit/s
Plan
Candidate
Assessor
Areas to be covered
State when the professional

discussion is planned to cover
Performance criteria
Knowledge specification
© CACHE 2005 27
Methods of Discussion
1. Presentation and Questions 2. Use of scenarios and Questions
3. Questions in ‘what if’ style 4. Other Method - please state below
Date of Planned Discussion
Time of Planned Discussion
Venue for Planned Discussion
List any tasks or reading as part of the preparation:
Candidate’s signature Date
Assessor’s signature Date
28 © CACHE 2005
Record of Professional Discussion
Date: Time
Venue
Assessor
Record of Discussion PC KE
© CACHE 2005 29
Record of Professional Discussion
Record of Questions - Prepared by Assessor PC KE
Record of Supplementary Questions PC KE
30 © CACHE 2005
Assessor Feedback to Candidate

Award: Date:
Assessor's Name:
Feedback to candidate
(This must relate to the agreed assessment plan and must clearly state evidence judged
with judgement decisions).
Was the assessment process

Fair Safe Valid Reliable
(please tick if yes)
Action required
Candidate’s comments
Agreement box
© CACHE 2005 31
Witness Status List Centre

(Please PRINT all names clearly)
Centre Name
Centre Number
Candidate’s Name: Candidate’s PIN Number:
Assessor’s Name:
Name and Professional

D32 & Unit(s)
contact relationship of Witness
D33 elements etc. Date
number of witness to signature
A1/A2 witnessed
witness candidate
Authorisation
32 © CACHE 2005
Unit Assessment Record Centre
Unit Signature Sheet Centre Name

Centre Number
Unit Title: CCLD 201 – Contribute to positive relationships

Element Date of Assessor’s
Completion Initials
CCLD 201.1 – Interact with and respond to children
CCLD 201.2 – Interact with and respond to adults
CCLD 201.3 – Communicate with children
CCLD 201.4 – Communicate with adults
Candidate Declaration
Candidate name: Candidate PIN No.:
I confirm that competence has been demonstrated in all the elements of this unit through
the agreed assessment procedures. I am satisfied with the ways the process of
assessment(s) was conducted and the outcome. I declare that this is entirely my own
work.
Candidate's signature: Date:
Assessor/Verifier Signatures
I certify that the candidate has demonstrated competence in all the elements of this unit
through the agreed assessment procedures and that it is entirely their own work.
Assessor's name: Date: Signature:
Countersignature's name: Date: Signature:
(if applicable)
I confirm that I have sampled/not sampled this unit (please delete as appropriate)
Internal Verifier's name: Date: Signature:
(if applicable)
© CACHE 2005 33
Key to Evidence Gathering Methods

Key Letter A: Direct Observations
Key Letter B: Oral and written questions
Key Letter C: Witness Testimony
Key Letter D: Expert Witness Evidence (optional units only)
Key Letter E: Case Studies, projects, assignments
Key Letter F: Reflective Accounts
Key Letter G: Professional Discussion
Key Letter H: Work Products
Key Letter I: Simulation
Key Letter J: Accreditation of prior learning
34 © CACHE 2005
Section 2
Unit Assessment Records and

Standards
Please note only the mandatory units are included in this section.
The optional units contained in pages 97-134 are on the disk
attached to the inside front cover of this handbook.
© CACHE 2005 35
Unit Checklist
You can use this checklist to tick the units when you have completed them.
Mandatory units
Accreditation Unit Unit title Pages Units
Number
J/103/3382 CCLD Contribute to positive 39 ❏

201 relationships
L/103/3383 CCLD Help to keep children safe 47 ❏

202
R/103/3384 CCLD Support children’s development 57 ❏

203
D/103/3386 CCLD Use support to develop own 71 ❏

204 practice in children’s care, learning
and development
K/103/3388 CCLD Prepare and maintain environments 77 ❏

205 to meet children’s needs
M/103/3389 CCLD Support children’s play and 87 ❏

206 learning
Optional units
Please note these units are on the disk attached to the inside front cover of this handbook.
Accreditation Unit Unit title Pages Units

Number
H/102/8707 CCLD Contribute to the effectiveness 97 ❏

207 of teams
H/103/3390 CCLD Support the development of 105 ❏

208 babies and children under 3 years
K/103/3391 CCLD Support a child with disabilities 115 ❏

209 or special educational needs
J/101/7716 CCLD Support children and young 123 ❏

210 people’s play
© CACHE 2005 37

Centre Number
Unit Title: CCLD 201 – Contribute to positive relationships

Completion Initials
CCLD 201.1 – Interact with and respond to children
CCLD 201.2 – Interact with and respond to adults
CCLD 201.3 – Communicate with children
CCLD 201.4 – Communicate with adults
work.
(if applicable)
(if applicable)
© CACHE 2005 39

40 © CACHE 2005
CCLD 201 Contribute to positive relationships
Elements of Competence
CCLD 201.1 Interact with and respond to children
CCLD 201.2 Interact with and respond to adults
CCLD 201.3 Communicate with children
CCLD 201.4 Communicate with adults
What is this unit about?
This unit is about interacting with and responding positively to children and adults. It includes
verbal and non-verbal communication skills involved when working with children and when
dealing with adults, together with the importance of valuing people equally.
Who is this unit for?
This unit is for you if you work in a setting or service whose main purpose is to support the
care, learning and development of children in partnership with their families. This unit is for
those who assist in work with children and adults.
Principles and values
You must work within the principles and values of the sector in order to achieve this unit.
Place in the NVQ/SVQ framework
This is a mandatory unit in the level 2 NVQ/SVQ in Children's Care, Learning and
Development.
Links to Key and Core Skills
This unit may provide evidence for the following:
Key Skills Core Skills

Working with Others: 1.1, 1.2 Working with Others: Access 3
Communication: 1.1, 1.2 Communication: Intermediate 1
© CACHE 2005 41
Key Words and Concepts
This section provides explanations and definitions of the key words and concepts used in
this unit. In occupational standards it is quite common to find words or phrases used which
you will be familiar with, but which, in the detail of the standards, may be used in a very
particular way. Therefore, we would encourage you to read this section carefully
before you begin working with the standards and to refer back to this section as
required.
Adults Adults you meet at work. This will vary according to your role and
responsibility, but may include one or more of: colleagues, visitors
to the setting and members of children's families
Children Children who you work with, except where otherwise stated
Listen Paying attention to what the child or adult is communicating in order

to respond appropriately. Listening includes negotiated and agreed
alternative methods of communication in situations where there may
be hearing difficulties
Language Includes signing, symbols and other non-verbal language
Positive relationships Relationships that benefit the children and the children's ability to
participate in and benefit from the setting
CCLD 201.1 Interact with and respond to children

Performance Criteria Evidence Evidence
method reference
You need to show that you:
1. Show children you are paying attention and listening to
them
2. Use a considerate and sympathetic approach whilst
paying attention and listening to children
3. Allow children to express themselves in their own time,
using their own words or alternative communication
4. Ensure that all children are allowed to express
themselves and are acknowledged
5. Accept and acknowledge children's expression of
feelings
6. Ask children questions to confirm your understanding of
their language and expressions
42 © CACHE 2005
CCLD 201.2 Interact with and respond to adults

method reference
1. Give adults your full attention when they are
communicating with you
2. Demonstrate that you have understood them
3. Respond confidently, in a way which shows you have
listened to their views with care and attention
4. Clarify any misunderstandings
5. Make suggestions and give information when requested
CCLD 201.3 Communicate with children

method reference
1. Communicate clearly, in ways that the child will
understand
2. Use language and actions that show children that their
views, feelings and opinions have been listened to with
care and attention
3. Help children to express their needs and make choices
4. Demonstrate your understanding of children's preferred
ways of communicating
5. Encourage children to use different communication
methods
6. Model positive communication skills for children
© CACHE 2005 43
CCLD 201.4 Communicate with adults

method reference
1. Approach adults with courtesy and respect, using
preferred names
2. Value adults' individual needs and preferences
3. Exchange information with adults in line with agreed
practice
4. Use communication methods that are appropriate to
adults
5. Adapt the ways in which you communicate when
difficulties are experienced
Knowledge Specification for the whole of this unit
Competent practice is a combination of the application of skills and knowledge informed by

values and ethics. This specification details the knowledge and understanding required to
carry out competent practice in the performance described in this unit.
When using this specification it is important to read the knowledge requirements in

relation to expectations and requirements of your job role.
You need to show that you know, understand and can apply in practice:
Evidence Evidence
method reference
K2C1 The importance of giving children full attention
when listening to them and how you demonstrate
this through body language, facial expression,
speech and gesture
K2C2 Why it is important to give all children the
opportunity to be heard and how you do this in a
group
K2D3 An outline of how children's communication skills
develop within the age range 0-16 years
K2C4 Why it is important to give children sufficient time
to express themselves in their own words
K2D5 Why it is important to help children make choices
and how you can assist them to do this
44 © CACHE 2005
Evidence Evidence
method reference
K2C6 The key features of effective communication and
why it is important to model this when interacting
with adults and children
K2C7 The main differences between communicating
with adults and communicating with children
K2C8 How to demonstrate that you value adults' views
and opinions and why it is important to the
development of positive relationships
K2C9 Communication difficulties that may exist and how
these can be overcome
K2C10 How to cope with disagreements with adults
K2M11 Why it is important to reassure adults of the
confidentiality of shared information and the limits
of this
K2M12 Organisational policy regarding information
exchange
K2C13 The importance of communicating positively with
children and families
K2C14 How children's ability to communicate can affect
their behaviour
© CACHE 2005 45

Centre Number
Unit Title: CCLD 202 – Help to keep children safe

Completion Initials
CCLD 202.1 – Prepare and maintain a safe
environment
CCLD 202.2 – Follow procedures for accidents,
emergencies and illness
CCLD 202.3 – Support the safeguarding of children
from abuse
CCLD 202.4 – Encourage children’s positive
behaviour
work.
(if applicable)
(if applicable)
© CACHE 2005 47

48 © CACHE 2005
CCLD 202 Help to keep children safe
CCLD 202.1 Prepare and maintain a safe environment
CCLD 202.2 Follow procedures for accidents, emergencies and illness
CCLD 202.3 Support the safeguarding of children from abuse
CCLD 202.4 Encourage children’s positive behaviour
This unit deals with keeping children safe during day-to-day work activities. The unit covers
responses to accidents, emergencies and illness, according to procedures. The unit
requires familiarity with and the ability to set in motion safety, safeguarding and welfare
procedures, according to the policies and procedures of the setting.
care, learning and development of children in partnership with their families. The unit is
suitable for you if you assist in a setting, but do not normally have the final responsibility. You
will have day-to-day responsibility for maintaining a safe environment, contributing to the
safety, safeguarding and protection of children and ensuring risks and hazards are dealt with
and reported promptly according to procedures.
Development.

Communication: 1.2, 2.3 Communication: Intermediate 1
Working with Others: 2.1, 2.2 Working with Others: Intermediate 1
Problem Solving: 2.1, 2.2, 2.3 Problem Solving: Intermediate 1
Application of Number: 1.1, 1.2, 1.3 Numeracy: Access 3
© CACHE 2005 49
required.
Accidents Unforeseen events without apparent cause
Boundaries Limits
Environment The place, setting or service where you work with children (can be
outside the premises, if part of your work)
Hazards Something likely to cause harm
Manufacturer's Information or instructions for use

instructions
Outings Visits outside the setting
Personal hygiene Keeping clean e.g. hand washing after using toilet, before food or
practices cooking activity, cleaning teeth after meals
Procedures of Steps your setting says you must follow

setting
Positive behaviour Behaviour that is welcomed and supports and affirms children
Qualified assistance Designated first aid officer or other designated person with
responsibility for health and safety according to the circumstances
Risk The seriousness of a hazard and its likelihood to cause harm
Safeguarding Includes protecting children from abuse and neglect alongside

supporting their welfare
Waste Unwanted materials, nappies, body fluids, dressings, cleaning

cloths
50 © CACHE 2005
CCLD 202.1 Prepare and maintain a safe environment

method reference
1. Use equipment, furniture and materials safely,
conforming to the manufacturers' instructions and
setting requirements
2. Check the environment, materials and equipment to
ensure hygiene and safety at the start of, during and at
the end of the session, reporting faults promptly
3. Recognise potential hazards in the setting and deal with
these promptly, according to procedures
4. Deal with waste safely, according to the procedures of
the setting
5. Supervise children's safety appropriately and
consistently, according to their age, needs and abilities
6. Encourage children to be aware of personal safety and
the safety of others
7. Encourage children to develop good personal hygiene
practices
8. Implement safety and security procedures at the start of
the day/session and when children leave
CCLD 202.2 Follow procedures for accidents, emergencies and

illness
method reference
1. Remain calm and follow your organisation's procedures
for accidents and emergencies, according to your role
and responsibility
2. Call for qualified assistance as appropriate to the
incident
3. Maintain the safety of the people involved
4. Provide reassurance and comfort to the people involved
5. Recognise when children are ill and follow procedures
6. Follow reporting and recording procedures
© CACHE 2005 51
CCLD 202.3 Support the safeguarding of children from abuse

method reference
1. At all times follow the policies and procedures of your
setting with regard to safeguarding and protecting
children
2. Report any signs and indicators of possible abuse,
being sensitive to the child and circumstances
3. Identify, report and record changes in behaviour and
physical signs
4. Respond calmly and promptly to a child's disclosure of
abuse in a reassuring and supportive manner and
according to the policies and procedures of the setting
5. Make clear to the child that other people appropriate to
the situation will have to be made aware of their
disclosure
6. Encourage children to be aware of their bodies and to
protect themselves
CCLD 202.4 Encourage children’s positive behaviour

method reference
This is the national standard which you must meet:
1. Support and encourage children's positive behaviour,
2. Praise and encourage children
3. Allow children to make choices
4. Work with children to apply rules and boundaries
consistently, appropriately and fairly, according to their
age, needs and abilities
5. Deal sensitively with behaviour that challenges,
6. Make sure your behaviour with children is appropriate
and respectful at all times
52 © CACHE 2005


Evidence Evidence
method reference
K2S15 Setting's safety, safeguarding and protection and
emergency procedures, what these are and why
they must be followed, including controls on
substances harmful to health and other key
aspects of health and safety
K2H16 The laws governing safety in your home country,
including the general responsibility for health and
safety that applies to all colleagues and to
employers
K2S17 The duty of all within the sector to safeguard
children, including the difficulties in situations
where your concerns may not be seen to be
taken seriously or followed through when following
normal procedures
K2P18 Regulations covering manual handling and the
risks associated with lifting and carrying children
K2H19 Safety factors and recognised standards of
equipment and materials for children. Importance
of using equipment that is appropriate for the age,
needs and abilities of the child. The importance of
following manufacturers' guidelines
K2H20 Routine safety checking and maintenance of
equipment. Safe storage of hazardous materials
and disposal of waste
K2H21 Safe layout and organisation of rooms, equipment,
materials and outdoor spaces
K2D22 How to adapt the environment to ensure safety for
children, according to their age, needs and
abilities and taking into account disabilities or
special educational needs e.g. keeping the floor
tidy to limit hazards for children with visual
difficulties
© CACHE 2005 53
Evidence Evidence
method reference
K2H23 When and how to use safety equipment such as
safety gates, socket covers, window and drawer
catches, cooker guards, safety harnesses. Safety
in respect of animals, plants, sand pits and
outdoor spaces
K2H24 Good hygiene practice: avoiding of cross
infection, disposal of waste, food handling,
handling body fluids. Issues concerning spread of
HIV and AIDS virus and hepatitis
K2P25 Familiarity with adult/child ratio requirements,
according to regulatory and setting requirements
K2H26 How to supervise children safely, modifying your
approach according to their age, needs and
abilities. The balances between safety and risk,
and challenge and protection for children
K2H27 Policies and procedures of setting for responding
to and recording accidents and emergencies.
Basic first aid required in an emergency and how
to apply it, recognition of and response to
choking, unconsciousness, breathing difficulties,
bleeding, anaphylactic shock, burns. Awareness
of location and contents of first aid box. How to
treat common minor injuries that may be dealt with
on site, such as minor skin abrasions, cuts,
bumps
K2H28 The importance of following instructions about
children's diets carefully to avoid known allergic
reactions, how you would recognise allergic
reactions
K2H29 Policies and procedures of setting to deal with
children's illness. How to recognise when children
are ill, including when they cannot communicate
e.g. fever, rashes, headache, crying, and
breathlessness
K2H30 The emergency procedures within settings and
the types of possible emergency. This must
include:
• Procedures for fires
• Security incidents
• Missing children or persons
54 © CACHE 2005
Evidence Evidence
method reference
K2S31 Types and possible signs and indicators of child
abuse: physical, emotional, sexual abuse, bullying
and harassment, neglect and failure to thrive not
based on illness. This must include:
• Behavioural changes such as regression,
withdrawal, excessive attention seeking,
aggression and negative behaviour
• Physical indicators such as unlikely bruising,
burns, marks, genital irritation or damage,
hunger, being dirty, lack of health care
K2S32 Recognition that social factors e.g. substance
abuse, may increase a child's vulnerability to
abuse
K2S33 Safe working practices that protect children and
adults who work with them
K2S34 Ways to encourage children to be aware of their
own bodies and understand their right not to be
abused, according to their age, needs and
abilities. These may include:
• Use of appropriate descriptive language
• Activities involving discussion about their own
bodies
K2D35 The importance of consistently and fairly applied
boundaries and rules for children's behaviour,
according to their age, needs and abilities, and
the avoidance of stereotyping
K2D36 How to respond to children's challenging
behaviour, according to their age, needs and
abilities and in line with the policies and
procedures of the setting
K2D37 The importance of encouraging and rewarding
positive behaviour
K2H38 Safety issues and concerns when taking children
out of the setting
K2S The legislation, guidelines and policies which form
1118 the basis for action to safeguard children
© CACHE 2005 55

Centre Number
Unit Title: CCLD 203 – Support children’s development

Completion Initials
CCLD 203.1 – Contribute to supporting children’s
physical development and skills
emotional and social development
communication and intellectual
development
CCLD 203.4 – Contribute to planning for
children’s development needs
work.
(if applicable)
(if applicable)
© CACHE 2005 57

58 © CACHE 2005
CCLD 203 Support children’s development
CCLD 203.1 Contribute to supporting children’s physical development and skills
CCLD 203.2 Contribute to supporting children’s emotional and social development
CCLD 203.3 Contribute to supporting children’s communication and intellectual
development
CCLD 203.4 Contribute to planning for children’s development needs
This unit includes the routine observation of children and young people's development in
everyday work. It is a unit that requires knowledge and understanding of children's
development from 0 to 16 years and the ability to demonstrate competence with the
children you are working with. The unit covers observing children, sharing observational
findings, contributing to the implementation of activities to support development and
contributing to planning to meet children's needs.
suitable for you if you assist in a setting, but do not normally have the final responsibility.
Development.
© CACHE 2005 59

Communication: 1.2, 2.3 Communication: Access 3
Working with Others: 2.1, 2.2, 2.3 Working with Others: Intermediate 1
required.
Children Children you work with, except where otherwise indicated
Communication Verbal and non-verbal
Creative play This is where children develop and communicate their own ideas,
using art, design and technology, making things, music, dance and
movement, imaginative play. Children can express their creativity in
every area of learning
Development Children gaining skills and competence
Developmental What children require to move forward in their development

needs
Families Including parents (fathers and mothers) and carers, extended and
chosen families who contribute significantly to the well-being of
individual children and who may or may not have legal responsibility
Emotional responses Children's expressions of feelings
Growth Growing in height and weight
Formative Initial and ongoing assessment

assessment
Inclusion A process of identifying, understanding and breaking down barriers

to participation and belonging
Learning Children obtaining new knowledge and understanding about

something or acquiring a new skill or changing behaviour as a result
of experience
60 © CACHE 2005
Mental health The strength and well-being of our minds
Observing Take notice, use available senses to find out and learn more about
children's development
Pattern of Usual rate and sequence of development

development
Rate of development Usual timeframe in which development takes place
Sequence of Usual order in which development occurs

development
Stereotyping Making judgments based on unfair views that you already hold
rather than looking at the individual
Summative Assessment that summarises findings

assessment
Toilet training Sensitively supporting children who are gaining control over their
bowel and bladder
CCLD 203.1 Contribute to supporting children’s physical

development and skills
method reference
1. Pay careful attention to children, observing how they:
• Move around the setting and co-ordinate their
movements
• Make use of space and large equipment
• Manipulate and use small equipment
2. Make sure you share and record your findings
accurately and in confidence, based on the
requirements of your setting
© CACHE 2005 61

method reference
3. Implement activities to support physical development
that are appropriate to the age, needs and abilities of
the children. To include:
• Use of large muscles
• Use of small (fine movement) muscles
• Using hand/eye co-ordination
4. Give children time and opportunity to practice physical
skills
CCLD 203.2 Contribute to supporting children’s emotional and

social development
method reference
• Express their feelings and emotions
• Relate to each other and to adults
2. Encourage children's social development in play and
everyday activities
3. Support children's positive behaviour, according to the
procedures of the setting, giving praise and
encouragement as appropriate according to the child's
age, needs and abilities
4. Observe how confidently children participate and make
use of available opportunities to encourage children's
confidence and self-esteem
5. Encourage children to make choices and take decisions
for themselves
6. Provide a positive and encouraging environment
62 © CACHE 2005
CCLD 203.3 Contribute to supporting children’s communication

and intellectual development
method reference
• Use play and imagination
• Concentrate on activities
• Memorise things
• Pay attention to what is around them
• Gain new information
• Show their creativity
2. Implement activities that support intellectual
development as appropriate to the age, needs and
abilities of the children
• Communicate verbally and non-verbally with adults
and with each other
• Use language, including speaking, listening,
reading, writing
• Respond and participate in language activities
4. Implement activities to support communication that are
appropriate to the age, needs and abilities of the
children
© CACHE 2005 63
CCLD 203.4 Contribute to planning for children’s development

needs
method reference
1. Consider carefully what you have found out about
children through your observations and how your
findings can help with assessment and planning for
children
2. Participate in the assessment of children's development
3. Contribute ideas and suggestions to support planning


Evidence Evidence
method reference
K2D39 The purpose of careful observation and noting
what children do and how they behave
K2D40 The importance of checking your observations of
children with others
K2D41 Where to refer concerns you may have about
K2M42 The importance of confidentiality, data protection
and sharing information, according to the
procedures of your setting
K2D43 The role of play in development i.e. children of all
ages need to play in order to develop, learn and
grow
64 © CACHE 2005
Evidence Evidence
method reference
K2D44 The kinds of influences that affect children's
development, such as their background, health or
environment
K2D45 Children's development is holistic and each area
is interconnected
K2D46 That children develop at widely different rates, but
in broadly the same sequence
K2D47 A basic outline of the expected pattern of
children's development. The pattern of
development includes the order or sequence in
which development takes place and the rate of
development, to include:
• Physical development
• Communication and intellectual development
• Social, emotional and behavioural
development
In each of the age groups:
• Birth-3 years
• 3-7 years
• 7-12 years
• 12-16 years
© CACHE 2005 65
Evidence Evidence
method reference
Select ONE of the following age ranges covering the age range you currently
work with and provide knowledge evidence for the points listed
K2D48 How to support children's development from Birth
to 3 years. You need to know why and how to:
1. Provide a warm, safe, secure and encouraging
environment in partnership with families
2. Make sure all the children you work with can
take part equally, including those with
disabilities and special educational needs
3. Develop a close and loving relationship with
the child, including appropriate physical
contact
4. Help the child cope with their feelings,
positively encouraging emotional well-being
5. Support toilet training
6. Be supportive in your responses to children's
behaviour, following the policies of your setting
7. Use everyday care routines and activities to
support development
8. Provide hands-on activities allowing children to
explore and manipulate materials
9. Identify activities and equipment to support
children's play and early learning, including
how these are used to best effect
10. Support children's early interest in numbers,
counting, sorting and matching
11. Encourage children's creative play
12. Play with and alongside the child, sensitively
supporting their play
13. Make sure children have quiet periods
14. Use different ways of communicating,
including verbal and non-verbal,
listening/watching, talking, pausing and turn
taking in making sounds and 'conversations',
making eye contact, singing, rhymes, and
stories
15. Support children's early communication in
bilingual or multilingual settings
16. Support children's early interest in reading and
mark making
17. Contribute to an environment that supports
children's physical skills and confidence in
movement
66 © CACHE 2005
Evidence Evidence
method reference
K2D49 How to support children's development from 3 to
7 years. You need to know why and how to:
1. Provide a safe, secure and encouraging
environment
2. Make sure all the children you work with can
3. Develop close and consistent relationships
4. Support children's emotional well-being,
confidence and resilience
5. Be realistic, consistent and supportive in your
responses to children's behaviour
6. Allow children to assess and take risks without
over or under protecting them
7. Use appropriate activities, materials and
experiences to support learning and
development
children's play, creativity and learning,
including how these are used to best effect
9. Support children's interest in numbers,
counting, sorting and matching
10. Play with and alongside the child, sensitively
supporting their play
11. Use every opportunity to encourage children's
communication and language development,
such as talking, listening, making eye contact,
singing, rhymes, and stories
12. Support children's communication in bilingual
or multilingual settings
13. Support children's interest in reading, mark
making and writing
14. Support children's communication in bilingual
or multilingual settings
movement
© CACHE 2005 67
Evidence Evidence
method reference
K2D50 How to support children's development from 7 to
12 years. You need to know why and how to:
1. Provide a safe and encouraging environment
2. Make sure that all children you work with can
3. Give meaningful praise and encouragement
4. Support emotional well-being, confidence and
resilience
5. Be a listening ear when needed
6. Stand back and allow children to assess, take
risks and face challenges for themselves,
according to their abilities, needs and stage of
development
7. Provide opportunities for exploration and
different experiences
children's play, creativity and learning,
including how these are used to best effect
9. Use every opportunity to encourage children's
communication, literacy and language
development
movement
11. Recognise and acknowledge children's
particular needs as they enter puberty
68 © CACHE 2005
Evidence Evidence
method reference
K2D51 How to support young people's development from
12 to 16 years. You need to know why and how
to:
1. Provide an encouraging and safe environment
that recognises approaching adulthood
2. Make sure that all young people you work with
can take part equally, including those with
3. Give meaningful praise and encouragement
4. Support emotional well-being, confidence and
resilience
5. Support opportunities for children to assess
and take risks and face challenges, according
to their abilities, needs and stage of
development
6. Be a listening ear when needed
7. Support young people's development and
learning by encouraging exploration and
different types of experience
8. Encourage positive communication, being
available to support, listen and encourage
9. Encourage creativity
10. Recognise and acknowledge children's
particular needs as they go through puberty
and adolescence and become adults
young people's physical skills and confidence
in movement
12. Provide information for young people, when
requested, about things that concern them
© CACHE 2005 69
Evidence Evidence
method reference
K2T1112 Support children through transitions in their lives
e.g:
• Children aged 0 to 3 years coming into
daycare, changing rooms, leaving parents
• Children aged 3 to 7 years as they move
between different settings and into school
• Children aged 7 to 12 years as they move
between different settings, such as moving to
a new school
• Young people aged 12 to 16 years for
change, personal growth and moving on
70 © CACHE 2005

Centre Number
Unit Title: CCLD 204 – Use support to develop own practice in children’s
care, learning and development
Completion Initials
CCLD 204.1 – Make use of support to develop
your practice
CCLD 204.2 – Use new knowledge and skills to
improve your practice
work.
(if applicable)
(if applicable)
© CACHE 2005 71

72 © CACHE 2005
CCLD 204 Use support to develop own practice in

children’s care, learning and development
CCLD 204.1 Make use of support to develop your practice
CCLD 204.2 Use new knowledge and skills to improve your practice
This unit is about improving and developing your skills and performance in carrying out your
work.
It is for anyone who is working as an assistant in any setting whose main purpose is
children's care, learning and development.
This is a Level 2 mandatory unit in the NVQ/SVQ for Children's Care, Learning and
Development.

Communication: 1.1 Communication: Access 3
Improving Own Learning and
Performance: 2.1, 2.2, 2.3
© CACHE 2005 73
required.
Constructive An honest opinion about what you need to improve on, with ideas
feedback about how to go about it
Development Improvement of your work, gaining more knowledge and additional

(of your practice) skills
Support Will include some or all of the following formal and informal
opportunities:
• Members of your work team
• Supervisors/managers
• Colleagues from your own, or another setting
• Members of a network
• Appraisals, supervisions, performance reviews
Professional Training programmes or courses, seminars, information days,

development conferences, exhibitions, study time, updating through reading
opportunities
74 © CACHE 2005
CCLD 204.1 Make use of support to develop your practice

method reference
1. Find out about support in the work you do
2. Use support to ask for constructive feedback on your
practice
3. Use support to help you identify goals and targets
4. Use the feedback to find areas of your practice that
need development
5. Ask support for information about development
opportunities
CCLD 204.2 Use new knowledge and skills to improve your

practice
method reference
1. Take advantage of opportunities to gain new knowledge
and skills
2. Identify the new knowledge and skills which will be
useful in your work
3. Use support to find out how to use the new knowledge
and skills in your work
4. Use the new knowledge and skills to improve your
practice
5. Use support to ask for feedback on improvements to
your practice
© CACHE 2005 75


Evidence Evidence
method reference
K2P52 The strengths and weaknesses of your own
practice
K2P53 The effect of your own background and
experiences on your practice
K2P54 Your own learning style
K2P55 The systems available for supervision and support
K2P56 The importance of setting professional goals and
targets
K2P57 The professional structure of the sector and the
opportunities for career progression
K2P58 Ways of undertaking professional development
76 © CACHE 2005

Centre Number
Unit Title: CCLD 205 – Prepare and maintain environments to meet

children’s needs
Completion Initials
CCLD 205.1 – Prepare and maintain the physical
environment
CCLD 205.2 – Prepare and maintain a stimulating
environment
CCLD 205.3 – Maintain an environment that builds
children’s confidence and resilience
CCLD 205.4 – Support routines for children
work.
(if applicable)
(if applicable)
© CACHE 2005 77

78 © CACHE 2005
CCLD 205 Prepare and maintain environments to

meet children’s needs
CCLD 205.1 Prepare and maintain the physical environment
CCLD 205.2 Prepare and maintain a stimulating environment
CCLD 205.3 Maintain an environment that builds children’s confidence and resilience
CCLD 205.4 Support routines for children
This unit is about the importance of the environment in which children are cared for.
Environments which have been well thought out can provide children with positive
developmental opportunities.
care, learning and development of children in partnership with their families. This is for
anyone who works as an assistant looking after children, either individually or in a group.
This is a Level 2 mandatory unit in the NVQ/SVQ for Children's Care, Learning and
Development.

Communication: 1.1, 1.2 Communication: Access 3
Working with Others: 1.1, 1.2, 1.3 Working with Others: Access 3
© CACHE 2005 79
required.
Accessible All children can use the environment and children are not prevented
from benefiting because of a disability or particular need
Active involvement Children having a say about what happens in their environment by
saying what they want and by helping to make things happen
where this can be done safely
outside the premises, if this is a part of your work)
Furniture and Any sort of physical objects which are in the environment
equipment
Health and safety The laws governing safety in your UK country

requirements
Physical space The room, part of room or rooms in which the children spend time.
This could also be an outside area during outdoor play or an outing
Positive images Accurate, non-stereotypical representations of people reflecting the

wider community
Risk assessments The assessments that must be carried out in order to identify
hazards and their likelihood to cause harm
80 © CACHE 2005
CCLD 205.1 Prepare and maintain the physical environment

method reference
1. Use physical space effectively to provide activities for
children
2. Set out furniture and equipment so that activities can be
carried out safely
3. Make sure that all entrances, exits and fire exits are not
obstructed
4. Follow risk assessments and health and safety
procedures
5. Encourage children to be actively involved in decisions
about their environment
6. Change the environment regularly to keep children
interested
7. Check that the environment is appropriately heated and
ventilated
8. Check that the environment is accessible for all the
children who use it
© CACHE 2005 81
CCLD 205.2 Prepare and maintain a stimulating environment

method reference
1. Involve children in the preparation and maintenance of
both visual and tactile displays
2. Use visual and tactile displays to provide learning
experiences for children
3. Use visual and tactile displays to promote positive
images of people in accordance with the values and
principles of the sector
4. Make use of different colours to provide an interesting
and exciting environment
5. Make use of music and sounds as part of a stimulating
and interesting environment
6. Provide an environment where children can use all their
available senses:
• Smell
• Taste
• Touch
• Hearing
• Sight
7. Check that all aspects of the environment comply with
health and safety requirements
8. Make sure that the environment is appropriate for the
age and developmental stage of the children
9. Adapt the environment to meet children's needs
82 © CACHE 2005
CCLD 205.3 Maintain an environment that builds children's

confidence and resilience
method reference
1. Provide an environment that acknowledges the
achievements of each child
2. Encourage children to participate in activities
3. Help children to recognise their own achievements
4. Explain any foreseeable changes to the child's
environment clearly and honestly
5. Provide reassurance, explanations and comfort for any
unforeseen changes
6. Help children to be positive about their own cultural
backgrounds
7. Help children to make progress and achievements at a
level appropriate to their age, needs and abilities
8. Provide an environment that encourages children to
socialise with adults and other users
CCLD 205.4 Support routines for children

method reference
1. Help children new to the setting to settle in, according to
agreed procedures and taking account of individual
needs and family requirements
2. Help implement consistent routines for children that
provide a balance of quiet periods and times for physical
play, using outdoor and indoor space effectively
3. Support children's personal care, according to
procedures
4. Provide food and drinks to children if required by the
setting, making sure drinking water is available
© CACHE 2005 83


Evidence Evidence
method reference
K2D59 Ways in which the physical environment in which
you work meets the children's physical, social,
emotional, language and intellectual needs and
takes into account their different genders, cultures
and ethnicity, needs and abilities
K2D60 Approaches to children that encourage them to
participate in activities
K2D61 How to involve children in making decisions about
their environment
K2D62 How to use the environment to promote positive
images of people who may be discriminated
against
K2D63 The importance of recognising children's efforts
and achievements
K2D64 The relationship between self esteem, confidence
and resilience
K2H65 Health and safety regulations that apply to
environments and the policies and procedures of
the setting that relate to the environment
K2D66 The ways to and effects of stimulating each of the
senses to support children's development
K2T67 The effects of changes e.g. new children settling
in, and ways to help children manage them
K2D68 The way children's needs change as they develop
and how to make the environment appropriate to
the ages and stages of development of the
children
84 © CACHE 2005
Evidence Evidence
method reference
K2D69 The effects of security and reassurance on
children's confidence
K2D70 How to meet the needs of all the children in your
setting, including those with disabilities or special
educational needs
K2D71 Methods of providing children with reassurance
and comfort and how to recognise signs of
insecurity and anxiety
K2D72 How to display objects in a stimulating and
interesting way for children
K2H73 How to maintain the appropriate temperatures and
levels of ventilation for the comfort, safety and
development of the children
K2P74 How the values and principles of the sector can
be reflected in the environment
K2D75 The importance of consistent routines for
K2D76 The requirement and importance of physical play
and how to help children who have limited
physical play opportunities
K2D77 The importance of quiet periods for children to
rest without being over stimulated by constant
activity
K2H78 Basic information about safe food handling
K2H79 Basic nutritional needs of children and the
principles of healthy eating according to
government guidance
K2D80 The importance of regular physical activity and
exercise to physical and mental health
K2H81 Different food groups and the importance of
supporting children's food preferences, nutritional
requirements and cultural variations
K2H82 Different types of food allergies and the
importance of following setting procedures to
ensure children are protected
K2H83 The care of children's skin and hair, toiletries used,
sun safety
K2H84 How children's teeth develop, the effects of poor
diet, everyday care of teeth
© CACHE 2005 85

Centre Number
Unit Title: CCLD 206 – Support children’s play and learning

Completion Initials
CCLD 206.1 – Participate in activities to encourage
communication and language
CCLD 206.2 – Provide opportunities for children's
drama and imaginative play
CCLD 206.3 – Encourage children to be creative
CCLD 206.4 – Support physical play and exercise
CCLD 206.5 – Encourage children to explore and
investigate
work.
(if applicable)
(if applicable)
© CACHE 2005 87

88 © CACHE 2005
CCLD 206 Support children’s play and learning
CCLD 206.1 Participate in activities to encourage communication and language
CCLD 206.2 Provide opportunities for children's drama and imaginative play
CCLD 206.3 Encourage children to be creative
CCLD 206.4 Support physical play and exercise
CCLD 206.5 Encourage children to explore and investigate
This unit is about supporting children's learning through play. Although the unit is suitable for
work with young children in their pre-school years and in play based early education it is
applicable in other circumstances with older children.
suitable if you work as an assistant supporting children's play and learning in a variety of
different settings such as centre or home based childcare, crèches or pre-schools.
This is a level 2 mandatory unit in the NVQ/SVQ in Children's Care, Learning and
Development.

Communication: 2.1a, 1.2 Communication: Intermediate 1
© CACHE 2005 89
required.
Appropriate activities Appropriate activities for the children concerned: these could
for fine motor skills include sewing, threading, use of scissors, small construction
Appropriate Questions that give children opportunities for a range of different

language (to responses; modelling correct use of language; using opportunities
enhance children's for specific types of language to enhance areas of learning such as
communication mathematical, exploration/investigation or children's personal
skills and development
learning)
Community Resources found in the local community, such as parks, allotments,

resources libraries, people and organisations
Children The children you work with, except where otherwise stated
Play Play is activity children are motivated to do from within themselves:
• It is freely chosen
• Children play in their own chosen way
Creativity and This is where children develop and communicate their own ideas
creative play using art, design, making things, music, dance and movement.
Children can express their creativity in every area of play and
learning
ICT Information and Communication Technology
Imaginative play/ Pretending, includes role play i.e. acting the role of another person
drama/role play either alone or in groups, acting out difficult scenarios, can be
drama activities with or without adult support
Objects of interests Any objects that interest children and can extend their learning e.g.
fossils or stones, living things such as insects, food items
Physical play Play focusing on movement of the body
Props Objects and materials children use to support their imaginative play
or drama e.g. dressing-up clothes, dolls, puppets, masks
Themes An idea or subject that is continued through a range of activities
90 © CACHE 2005
CCLD 206.1 Participate in activities to encourage communication

and language
method reference
1. Take time to communicate with children during everyday
activity and routines
2. Use music, movement, rhythm and games to encourage
communication
3. Use eye contact, body movement and voice effectively
to encourage children's attention and participation
4. Use appropriate language to enhance children's
communication skills and learning
5. Use role play effectively to encourage, support and
model language and communication
6. Make sure what you do is suitable for the children's age,
needs and abilities
CCLD 206.2 Provide opportunities for children’s drama and

imaginative play
method reference
1. Contribute to providing a range of materials, equipment
and props to support drama and imaginative play
2. Select equipment and materials in collaboration with
children that extends awareness of their own and other
cultures
3. Encourage children to avoid stereotyping within their
drama and imaginative play
4. Encourage children to explore the feelings and roles of
others through drama and imagination
5. Support opportunities for children's drama and
imaginative play to flow freely without adult intervention
unless requested by the children or when additional
props or ideas are required
needs and abilities
© CACHE 2005 91
CCLD 206.3 Encourage children to be creative

method reference
1. Provide a range of materials, equipment and props to
support creativity following the children's interests and
setting requirements
2. Encourage children's involvement in creative activity and
play with sand, water and other basic materials
3. Encourage participation in:
• Mark making
• Painting
• Drawing
• Modelling
• Printing
needs and abilities
5. Help display children's work in ways that encourage
them and support their self-esteem
CCLD 206.4 Support physical play and exercise

method reference
1. Encourage and support all children to participate in
physical play enabling an appropriate element of risk
and challenge within their play, according to their age,
needs and abilities
2. Enable children to assess own risk in their physical play
3. Encourage children to take part in physical play using
their whole bodies by providing interesting and
stimulating opportunities
4. Use available space effectively
5. Give children opportunities to develop their fine motor
skills by providing appropriate activities and experiences
92 © CACHE 2005

method reference
6. Safely supervise children's physical play without over or
under protecting them
7. Encourage children to take turns and consider others
CCLD 206.5 Encourage children to explore and investigate

method reference
1. Examine and display objects of interest with children
taking the opportunities offered to enhance children's
learning
2. Help children to use indoor and outdoor areas
3. Find out about community resources to encourage
children to explore and investigate
4. Engage children's curiosity by providing interesting and
stimulating activities and experiences and by showing
your own interest in exploring and investigating
5. Help children to use ICT as part of their exploration and
investigation
6. Use activities to engage children's curiosity, making sure
that activities are carefully prepared, safe, and that
children are supported appropriately
7. Make sure the environment is safe and organised in
ways that are child friendly and enable children to
explore and investigate freely
needs and abilities
© CACHE 2005 93


Evidence Evidence
method reference
K2D85 How to support children's communication,
intellectual development and learning in your
setting
K2D86 How to support children's play and
communication development in bilingual and
multilingual settings and where children learn
through an additional language
K2D87 A basic outline of the expected pattern of
children's physical, communication and
intellectual, social, emotional and behavioural
development for the age group with which you are
working
K2D88 How the activities and experiences for children
and babies and children under 3 years relates to
formal curriculum frameworks and frameworks for
babies and young children in your home country
K2D89 The importance of play in children's learning and
development
K2D90 Types of music, movement, songs and games to
encourage communication that are appropriate for
the children with whom you work
K2D91 How to use ICT to support play and learning
K2D92 Appropriate language to use to encourage
children's communication and learning to include:
benefits of open-ended questions, the use of
language to extend learning, such as use of
mathematical language or encouraging children to
question
94 © CACHE 2005
Evidence Evidence
method reference
K2D93 The scope and benefits of play where children
use their imagination to make one thing stand for
another and to play out different roles
K2D94 How drama and imaginative play can be used to
encourage children's learning, including the types
of materials, equipment and props that support
this area of play
K2D95 Recognising that children will play out roles they
see at home and in the world around them and
the need for sensitivity in dealing with stereotypes
K2D96 Why it is necessary for children's imaginative play
to flow freely and with minimal adult intervention,
whilst recognising that sometimes sensitive
intervention maybe necessary to move the play
along
K2D97 The importance of encouraging creativity and the
scope of activities involved
K2D98 How you would display children's work to its best
effect
K2D99 How to support children's confidence and self-
esteem when they make and create things,
making sure that the emphasis is on the process
of creating something rather than the end product
K2D100 Suitable activities for the development of children's
fine and gross motor skills
K2D101 How physical play can help children to assess risk
in a safe and controlled environment
K2D102 The benefits to children of physical play and
exercise and the need for sensitivity in dealing
with those who find it more difficult to participate
K2D103 The kind of objects that engage children's interest
at different ages and with different needs and
abilities
K2D104 The benefits to children's learning of grouping
together objects with similar characteristics and
learning to sort and classify
K2D105 The benefits to children's learning of knowing
about their own background and community
© CACHE 2005 95
Evidence Evidence
method reference
K2D106 How to provide a stimulating environment and not
stifle children's curiosity, problem solving and
exploration
K2D107 The importance and scope of practical daily
activities such as cooking and gardening to
enhance children's learning
K2D108 How you set up activities to help children learn
and the most effective types of activities, toys,
equipment and experiences
K2D109 How to lay out furniture and equipment to make
the best use of space and help children gain
access to play and learning activities
K2D110 The use of everyday routines to support play and
learning
96 © CACHE 2005
Section 3
Mapping of Key Skills Level 2 and

mapping to the wider curriculum
Available on the CACHE website www.cache.org.uk
© CACHE 2005 135

Section 4
© CACHE 2005 137

Section 4
this NVQ. In occupational standards it is quite common to find words or phrases used
which you will be familiar with, but which, in the detail of the standards, may be used in a
very particular way.
This is a list of all the words used in the NVQ. In each unit you will find a smaller list of
specific words used in that unit.
Accessible All children can use the environment and children are not prevented
from benefiting because of a disability or particular need
Accidents Unforeseen events without apparent cause
Active involvement Children having a say about what happens in their environment by
saying what they want and by helping to make things happen
where this can be done safely
Additional needs Disabilities, physical, educational, emotional or behavioural needs
Adults Adults you meet at work. This will vary according to your role and
responsibility, but may include one or more of: colleagues, visitors
to the setting and members of children's families
Appropriate Appropriate activities for the children concerned: these could

activities for include sewing, threading, use of scissors, small construction
fine motor skills
Appropriate Questions that give children opportunities for a range of different

language (to responses; modelling correct use of language; using opportunities
enhance children's for specific types of language to enhance areas of learning such
communication as mathematical, exploration/investigation or children's personal
skills and development
learning)
Augmentative and This refers to any device, system or special method of

Alternative communication that helps individuals with communication
Communication difficulties to communicate more easily and effectively: e.g.
(AAC) symbols, communication boards, voice output communication
aids, sign language or facial expressions and gestures
© CACHE 2005 139

Babies Infants under 1 year of age
Barriers to Anything that prevents the child communicating with others or

communication making relationships e.g. hearing, speech or visual loss, lack of
support services, mental health issues, learning disabilities
Barriers to Anything that prevents the child participating fully in activities and
participation experiences offered by the setting or service
Behaviour Actions and communications by a person
Boundaries Limits
Children and young The children and young people you work with, unless otherwise
people stated
Communication Verbal and non-verbal
Community Resources found in the local community, such as parks, allotments,

resources libraries, people and organisations
Constructive An honest opinion about what you need to improve on, with ideas
feedback about how to go about it
Creative play Play that is inventive and/or productive, e.g. writing, construction,
artwork, music
Creativity and This is where children develop and communicate their own ideas,
creative play using art, design and technology, making things, music, dance and
movement, imaginative play. Children can express their creativity in
every area of play and learning
Cultural play Play that celebrates and/or raises awareness of different cultures
and their values and practices
Development Children gaining skills and competence
Development Improvement of your work, gaining more knowledge and additional

(of your practice) skills
Developmental What children require to move forward in their development

needs
Disability A physical or mental impairment which has a substantial and long-

term adverse effect on the child's ability to carry out normal day-to-
day activities
140 © CACHE 2005

Emotional Children's expressions of feelings

responses
outside the premises, if part of your work)
Environmental play Play which involves and/or raises awareness of natural elements
and/or wildlife and their survival
Families Including parents (fathers and mothers) and carers, extended and
chosen families who contribute significantly to the well-being of
individual children and who may or may not have legal responsibility
Formative Initial and ongoing assessment

assessment
Furniture and Any sort of physical objects which are in the environment
equipment
Ground rules Agreed rules for a play opportunity. These will usually cover issues
such as behaviour, health and safety, co-operation, respect or other
issues requested by the children and young people
Growth Growing in height and weight
Hazards Something likely to cause harm
Health and safety The laws governing safety in your UK country

requirements
ICT Information and Communication Technology
Imaginative play Play that involves 'pretend' roles or acting out fantasy situations
Imaginative play/ Pretending, includes role play i.e. acting the role of another person
drama/role play either alone or in groups, acting out difficult scenarios, can be
drama activities with or without adult support
Inclusion A process of identifying, understanding and breaking down barriers

to participation and belonging
Integration Inclusion of children with disabilities or special educational needs in

mainstream settings
Language Includes signing, symbols and other non-verbal language
Learning Children obtaining new knowledge and understanding about

something or acquiring a new skill or changing behaviour as a
result of experience
© CACHE 2005 141

Listen Paying attention to what the child or adult is communicating in order

to respond appropriately. Listening includes negotiated and agreed
alternative methods of communication in situations where there may
be hearing difficulties
Manufacturer's Information or instructions for use

instructions
Mental health The strength and well-being of our minds
Objects of interests Any objects that interest children and can extend their learning e.g.
fossils or stones, living things such as insects, food items
Observe Look carefully and learn about children's development from what
you observe
Observing Take notice, use available senses to find out and learn more about
Others People who your setting's procedures say need to be informed

about your concerns, such as other colleagues, supervisor,
manager, SENCO, teacher, and other people within and outside
your organisation who are necessary for you to fulfil your job role
Outings Visits outside the setting
Parents Those (mothers and fathers) who have formally and legally
acknowledged parental responsibility for the continuous care and
well-being of the child in question, whether biologically related
or not
Pattern of Usual rate and sequence of development

development
Personal hygiene Keeping clean e.g. hand washing after using toilet, before food or
practices cooking activity, cleaning teeth after meals
Physical play Play that is physically active, and play focusing on movement of the
body
Physical space The room, part of room or rooms in which the children spend time.
This could also be an outside area during outdoor play or an outing
Play Play is activity children are motivated to do from within themselves:
• It is freely chosen
• Children play in their own chosen way
142 © CACHE 2005

Play cues Facial expressions, language or body language that communicate

the child or young person's wish to play or invite others to play
Play environment Environments with resources that stimulate the child or young
person to play
Play opportunity Any type of resource or activity that provides the children or young
people with opportunities to play
Play setting Anywhere children or young people play, e.g. an indoor play centre
or adventure playground
Positive behaviour Behaviour that is welcomed and supports and affirms children
Positive images Accurate, non-stereotypical representations of people reflecting the

wider community
Positive Relationships that benefit the children and the children's ability to
relationships participate in and benefit from the setting
Procedures of Steps your setting says you must follow

setting
Professional Training programmes or courses, seminars, information days,

development conferences, exhibitions, study time, updating through reading
opportunities
Props Objects and materials children use to support their imaginative play
or drama e.g. dressing-up clothes, dolls, puppets, masks
Qualified assistance Designated first aid officer or other designated person with
responsibility for health and safety according to the circumstances
Rate of Usual timeframe in which development takes place

development
Relevant laws Laws that are relevant to a play setting, such as the Health and
Safety at Work Act, Control of Substances Hazardous to Health
regulations, the Children Act
Requirements of The procedures and policies of your play setting as they apply to
your setting children and young people's rights, health and safety
© CACHE 2005 143

Resources Equipment and materials that will stimulate play: natural materials
(such as earth, water, sand, clay or wood); construction materials
(such as blocks); computer and IT equipment; communication
resources (resources to support speaking, listening, reading and
writing); 'loose parts' ( items that can be moved from place to
place, carried, rolled, lifted, piled one on top of the other or
combined to create new structures or experiences); real tools (such
as carpentry or cooking equipment); bikes, trolleys, swings,
climbing structures and ropes; paints, drawing equipment,
modelling and fabrics; music, colours, scientific and mathematical
equipment (such as clocks and calendars); dressing-up materials,
mirrors, cameras, videos to enable children to explore their own
identity; items or experiences (such as poetry and literature) that
allow for reflection about abstract concepts
Rights The rights individuals have to:
• Be respected
• Be treated equally and not be discriminated against
• Be treated as an individual
• Be treated in a dignified way
• Privacy
• Be protected from danger and harm
• Be cared for in a way they choose
• Access information about themselves
• Communicate using their preferred methods of
communication and language
Risk The seriousness of a hazard and its likelihood to cause harm
Risk assessments The assessments that must be carried out in order to identify
hazards and their likelihood to cause harm
Safeguarding Includes protecting children from abuse and neglect alongside

supporting their welfare
Sequence of Usual order in which development occurs

development
Social and medical The medical model reflects the traditional view of disability, that it is
models of disability something to be 'cured', treating the child as a sick patient. The
social model considers that it is society that needs to change and
that disabled people have rights and choices
Special educational Children with special educational needs learn differently from most
needs (SEN) children of the same age. These children may need extra or
different help from that given to other children
144 © CACHE 2005

Stereotyping Making judgments based on unfair views that you already hold
rather than looking at the individual
Summative Assessment that summarises findings

assessment
Support Will include some or all of the following formal and informal
opportunities:
• Members of your work team

• Supervisors/managers
• Colleagues from your own, or another setting
• Members of a network
• Appraisals, supervisions, performance reviews
Team A group of people working together for a specific purpose
Themes An idea or subject that is continued through a range of activities
Toilet training Sensitively supporting children who are gaining control over their
bowel and bladder
Waste Unwanted materials, nappies, body fluids, dressings, cleaning

cloths
© CACHE 2005 145

Section 5
Appeals Procedure and

Confidentiality
© CACHE 2005 147

Section 5
Appeals Procedure and Confidentiality

The NVQ assessment centre has an appeals procedure, which can be used by candidates
in the event of a disagreement. Please ask your assessor for details. NVQ centres and
individual candidates are also able to appeal to CACHE using the CACHE Appeals
Procedure, details of which are available from the Director of Quality Assurance at CACHE.
Confidentiality
It must not be possible, anywhere in a portfolio, to be able to identify a child, young person
and/or their family/carer. This means that you and your assessor must be aware of when
and when not to carry out direct observations.
Confidential records from the work place must not be placed in a portfolio. If necessary
assessors should read these documents in the work place and write a direct observation
about them preserving the service user's privacy.
© CACHE 2005 149

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CACHE

Level 2 NVQ in Children’s Care, Learning and Development

Qualification Accreditation Number 100/5515/0

Published in Great Britain by CACHE

First edition 2005 Book code 100/5515/0

Registered Company No: 2887166

Section 1 - Recording Forms 19

Section 2 - Unit Assessment Records and Standards 35

Section 3 - Mapping of Key Skills Level 3 can be found on the 135

The CACHE Level 2 NVQ Children's Care Learning and Development:

CACHE Level 3 NVQ in Children's Care Learning and Development:

• provides sign posting to Key Skills

It is expected that candidates will be:

• Special educational needs assistant

With the exception of childminding in Northern Ireland where a Level 2 qualification is

About this handbook

Welcome to your NVQ.

This handbook contains an Introduction and 5 Sections:

• answer any queries you may have about NVQs in general

• Section One contains the recording forms

• Section Three contains the Signposting to Key Skills

• Section Four contains the key words and concepts

It is your responsibility to provide sufficient evidence of your competence in practice and in

What is the difference between an NVQ and a VQ?

An NVQ is achieved by proving competence in the workplace against a set of nationally

What is an NVQ assessment centre?

The following diagram illustrates how it all works.

Sector Skills Council Accrediting Body

Awarding Body eg. CACHE

approves assessment centres, registers candidates,

Approved by awarding body offer and co-ordinate

External Verifier Expert Witness

Works for the Awarding Body; Approved and inducted by the

Assessor Internal verifier

Works for the assessment centre. Works for assessment centre

Individual seeking certification for their competence

What is the structure of an NVQ?

CCLD 201 Contribute to positive relationships

Choose 1 from the following options

CCLD 207 Contribute to the effectiveness of teams

Elements An element describes one distinct aspect of the function depicted

1. Prepare and maintain a safe and healthy environment

2. Follow procedures for accidents, emergencies and illness

3. Support the safeguarding of children from abuse

4. Encourage children's positive behaviour

Each element describes a different aspect of the unit title

Each element is then broken down further into performance criteria,

CCLD 202.1.3 Recognise potential hazards in the setting

CCLD 202.1.7 Encourage children to develop good hygiene

How will I be assessed?

CCLD 207 Contribute to the effectiveness of teams

Your assessor will meet with you regularly to:

b) give you feedback on evidence that has been assessed

How long will it take to complete my NVQ?

• How often you work

What will happen if I stop doing my award?

What do I do if I think I am being unfairly or

What are Key Skills?

• Communication • Improving own Learning and Performance

• Application of Number • Problem Solving

Does it matter what kind of setting I am working in?

• Crèches • Extended schools