SVQ Health and Social Care (Children and Young People) level 4
The Scottish Vocational Qualification (SVQ) in Health and Social Care (Children and Young People) at level 4 is based on standards developed collaboratively by the Scottish Social Services Council (SSSC), TOPSS (England), Skills for Care, Care Council for Wales, the Northern Ireland Care Council and Skills for Health. In Scotland, the SSSC represents a wide variety of stakeholders working in a broad range of occupations and job roles within the health and social care sectors.
The SVQ is assessed in the workplace. Examples of the settings or centres in which the SVQ is likely to be delivered include: the NHS, private healthcare providers, care settings for children and young people, and training centres.
SVQs are based on National Occupational Standards. SQA works in partnership with other organisations to ensure that National Occupational Standards (NOS) are relevant to the current and future needs of Scottish industries.
This qualification is available through employers and training providers.
Why deliver this qualification
The Level 4 SVQ in Social Services (Children and Young People) at SCQF level 9 is a re-accredited qualification.
Upon successful completion, learners will gain an international recognised qualification which guarantees that they have the skills, knowledge and abilities required to carry out their role successfully.
As assessment is normally carried out in the workplace this minimises any time learners would need to be away from their work and allows candidates to generate evidence based on the actual work they are carrying out.
Candidates can progress from the Level 4 SVQ in Social Services (Children and Young People) at SCQF level 9 to other appropriate awards. Candidates may transfer across to the adult sector by undertaking some additional units in SVQ Social Services and Healthcare.The progression route for each candidate will depend on their job role and level of responsibility.The SVQ can be offered in any of the following modes:
The achievement of other qualifications such as HNC Early Years and HNC Social Care, as well as Childcare qualifications at SCQF level 8 can contribute towards gaining underpinning knowledge for this award.
Who does this qualification suit
It is a requirement by the SSSC that everyone employed in this capacity should have achieved or be working towards achievement of this qualification
This SVQ is suitable for:
- individuals who are currently in employment and who wish to obtain a formal qualification
- people who work, or who are aspiring to work, at management level in the children and young people care sector.
- people who are employed in the childcare sector in a senior and/or management role
Entry is at the discretion of the centre.
Candidates should be in a job or placement where they are carrying out relevant tasks and responsibilities which allow then to gather the required evidence.
There are links between the SVQ in Health and Social Care (Children and Young People) at level 4 and the SVQ Leadership and Management level 4. In addition, the SVQ at level 4 may be used for entry to an appropriate higher education qualification.
- Candidates can progress from the Level 4 SVQ in Social Services (Children and Young People) at SCQF level 9 to other appropriate awards. Candidates may transfer across to the adult sector by undertaking some additional units in SVQ Social Services and Healthcare.The progression route for each candidate will depend on their job role and level of responsibility.
Centres will have to come forward for approval and should contact the Business Development Team for guidance in completing the combined CA1/SA1 form.
Assessors and verifiers must be able to meet SQA's general requirements as outlined in the guide to approval.
How to assess
Assessment arrangements will be agreed between the candidate and their assessor. Evidence Requirements for this SVQ consist of a combination of written and/or oral reports and practical assignments and projects which are linked to the candidate’s job role.
The assessment strategy contains full details for those involved in the assessment. Evidence Requirements for Units are contained in the Unit descriptors.
For general information on how to assess this qualification, please refer to the document Guidance on how to assess SVQs. For detailed guidance on how to assess this particular SVQ, please refer to the Assessment Strategy.
Where can you take this course?
Qualification content and delivery tools
Information about the qualification(s)
Group Award Code: GH5X 24
The Level 4 SVQ Social Services (Children and Young People) at SCQF level 9 consists of 4 mandatory Units and 4 optional Units.
For details of the Units making up the SVQ, please refer to the Qualification Structure (82 KB).
Information about delivery, assessment, quality assurance and support material
Internal Assessment Reports
- Information Sheet (56 KB)
Unit(s) and delivery tools
Group Award code: G7LT 24
To achieve this SVQ, candidates must complete the four mandatory Units and four optional Units.
- Identify methods and systems to promote effective communication and engagement with individuals and key people
- Develop and use communication methods and systems to promote effective communication
- Evaluate communication methods and systems
- Maintain and share records and reports
- Contribute to monitoring compliance with health, safety and security regulations and requirements
- Contribute to the development of systems to manage risk to self, staff and others
- Contribute to the development of health, safety and security policies, procedures and practices
- Take responsibility for own personal and professional development
- Contribute to the personal and professional development of others
- Develop and support practice that values and respects children and young people’s rights and responsibilities
- Develop and support practice that enables children and young people to express their views and preferences
- Promote the protection of children and young people from harm and abuse
Candidates must complete FOUR Optional Units from the specific and/or generic list.
Optional Units - Specific
- Work with the children and young people to identify how and by whom they wish to be represented
- Work with children and young people to represent their needs and wishes
- Help children and young people understand the procedures and outcomes from the representation
- Support children and young people to evaluate their experiences of the advocacy support and the systems they have encountered
- Identify with parents and carers, the skills they require to protect and take care of their children and young people
- Help parents and carers develop, use and evaluate their interactions, behaviour and parenting skills
- Observe and evaluate parents and carers inter-acting with children and young people
- Manage and develop self in management and leadership roles
- Manage and develop workers through supervision and performance reviews
- Lead and manage continuous improvement in the provision
- Enhance the quality and safety of the provision through workforce development
- Implement and monitor behaviour policies, systems, procedures and practices
- Promote positive behaviour
- Support workers to promote positive behaviour
Optional Units - Generic
- Promote the health and care services offered by your organisation
- Evaluate your organisation’s ability and willingness to provide health and care services for individuals
- Process successful requests for health and care services
- Work with individuals to assess their needs and preferences
- Support staff, individuals and key people to identify changes in the care needs of individuals
- Revise assessments to meet the changing needs and preferences
- Develop service delivery plans
- Monitor service delivery plans
- Evaluate and make adjustments to service delivery plans
- Develop care plans to meet individual needs and preferences
- Implement care plans
- Review and revise care plans to meet changing needs, preferences and circumstances
- Determine the appropriateness and priority of referrals
- Agree the nature and purpose of assessments with individuals
- Assess the nature and extent of individuals’ mental health and related needs in accordance with relevant legislation
- Agree courses of action with individuals following assessment
- Obtain information about individuals’ mental health needs
- Identify and review the preferred options of individuals for addressing their mental health needs
- Review needs, risks and options taking into account legal and other requirements
- Agree a course of action to meet individual’s mental health needs
- Determine individual’s requirements for advice and information about mental health needs and related services
- Provide advice and information about mental health needs and related services
- Raise awareness of the value of leisure opportunities and activities for individuals
- Negotiate and agree leisure opportunities and activities for individuals
- Raise awareness of the value of employment, training and education for individuals
- Negotiate employment, training and education opportunities for individuals
- Raise awareness of the housing needs of individuals
- Negotiate and agree housing for individuals
- Support individuals to understand the format and proceedings of the formal hearing
- Work with individuals to identify and understand papers, documents and likely outcomes from the hearing
- Assist individuals to present their case at the hearing
- Support individuals to evaluate and understand the outcomes and assess the implications of the outcomes on themselves and others
- Establish and maintain contact with methadone prescribers and individuals
- Dispense methadone prescriptions for individuals
- Supervise methadone consumption by individuals
- Provide information and support for those providing homes for individuals and/or children and young people
- Support those who are providing homes for individuals and/or children and young people
- Review the care being provided for individuals and/or children and young people
- Promote the contribution of families, carers and others to supporting individuals
- Work with families, carers and others to achieve positive goals for individuals
- Enable families, carers and others to review the effectiveness of the support they provide
- Identify the needs, vulnerabilities and circumstances of carers and families
- Evaluate and review the needs, vulnerabilities and circumstances of carers and families
- Make and present assessments of the needs, vulnerabilities and circumstances of carers and families
- Obtain information about the needs of carers and families
- Develop programmes of support for carers and families
- Implement programmes of support for carers and families
- Review the effectiveness of support programmes with carers and families
- Identify opportunities to form and support groups
- Use group programmes, processes and dynamics to promote individual growth, development and independence, and to foster interpersonal skills
- Help groups to achieve planned outcomes for their members and to evaluate the appropriateness of their work
- Disengage from groups appropriately
- Support individuals to identify and take action to deal with situations, events and behaviour that may result in danger, harm and abuse
- Support individuals to evaluate and provide feedback on actions to manage the risk of danger, harm and abuse
- Monitor and evaluate systems to protect individuals
- Support individuals who disclose abuse
- Support individuals who have been abused
- Negotiate and agree with families how they may help individuals address their behaviour
- Support families as they help individuals address their behaviour
- Enable families to review the effectiveness of addressing individuals’ behaviour
- Establish requirements for joint working
- Agree and review joint working agreements and practices
- Identify and work within the boundaries, roles and responsibilities of joint working agreements and practices
- Maintain records and reports
- Provide evidence for judgements and decisions
- Implement legal and policy framework and protocols for access to records and reports
- Share information with individuals, families, groups and communities
- Implement systems, procedures and practice to meet quality standards
- Develop a culture for promoting quality in which everyone participates
- Implement, monitor and review quality systems, procedures and practices
- Plan to promote your organisation and its services
- Communicate key messages to stakeholders
- Evaluate the effectiveness of promotional activities
- Plan the production of information and advice materials
- Design and produce information and advice materials
- Disseminate information and advice materials
- Evaluate the production and dissemination of information and advice materials
- Contribute to identifying potential for organisational development
- Present information and ideas to contribute to organisational development
- Establish your organisation’s legal, regulatory, social and ethical responsibilities
- Ensure compliance with legal, regulatory, social and ethical responsibilities
- Invite and evaluate tenders
- Negotiate and award contracts for the provision of services
- Manage the performance of providers of substance misuse services
- Evaluate and improve the quality, outcomes and cost-effectiveness of services
- Specify services to meet the needs of individual service users
- Negotiate and agree contracts for specific services
- Monitor and evaluate the quality of services provided
- Review the requirements for the safe selection and recruitment of workers, and their retention
- Actively engage in the safe selection and recruitment of workers
- Implement systems, procedures and practice to support retention
- Specify volunteer roles and the knowledge, skills and experience required
- Assess with volunteers their suitability for volunteer roles
- Place volunteers
- Enter into volunteering agreements with volunteers
- Manage the work of staff in an individual’s home
- Supervise and support staff to ensure that health and care services are meeting individual needs and preferences
- Respond to day-to-day changes and emergencies
- Exchange information at courts and formal hearings
- Present reports at courts and formal hearings
- Provide and obtain written information at courts and formal hearings
- Make oral contributions to courts and formal hearings
- Obtain information from other agencies’ meetings
- Make contributions to other agencies’ meetings
- Prepare to carry out risk assessments
- Carry out risk assessments
- Develop, agree and regularly review risk management plans for individuals
- Establish effective working relationships with team members
- Establish and support team members to carry out their work activities, roles and responsibilities
- Assess and provide feedback on individual and team performance
Unit DK9P 04 (HSC 435) has been removed from the qualification structure. All candidates currently undertaking this Unit must complete and be resulted on the SQA system by 30 November 2012. No new candidates should be registered for this Unit.
For further information on this qualification, please contact: Care Scotland 0141 242 2344
This SVQ is a mandatory component in the Level 4 Social Services (Children and Young People) Technical Apprenticeship.
Those undertaking Technical Apprenticeships need to have career skills certificated rather than core skills. Technical apprentices must achieve career skills at a minimum of 15 credits at SCQF Level 7, or above, as well as the SVQ. The career skills need to be separately certificated and cannot be used if they form part of the SVQ studied by the candidate. This is considered double counting. The technical framework will identify eight units from which candidates can choose those most suitable for their learning/employment to fulfil the 15 credits requirement noted above.
Table 1 below list the Units candidates can select.
|SSC/NOS Code||Unit title||SCQF level||SCQF credit|
|CFAMLD9||Build and manage teams||7||8|
|CFAMLD6||Allocate and monitor the progress and quality of work in your area of responsibility||7||14|
|CFAMLA2||Manage your own resources and professional development||7||8|
|CFAMLD3||Recruit select and keep colleagues||9||12|
|CFAMLB11||Promote equality of opportunity. Diversity and inclusion in your area of work||8||10|
|CFAMLB6||Provide leadership in your area of responsibility||8||9|
|CFAMLC2||Encourage innovation in your area of responsibility||9||12|
Apprentice providers will need approval from the relevant awarding body to deliver and certificate career skills separately.