Diploma for Residential Childcare (RQF) – Level 3

About Course

The Level 3 Diploma for Residential Childcare (RQF) is a nationally recognised qualification for individuals who work, or are preparing to work, in residential childcare settings. It equips learners with the skills to support vulnerable children and young people who may have complex needs due to past trauma, abuse, or neglect.

📌 Entry Requirements

Learners must be 16 years or older
Recommended to have a minimum of Level 2 in English and Maths
Must be employed or volunteering in a residential childcare setting
Suitable DBS check is mandatory

🖥️ Learning Features

100% Online Access
Dedicated Tutor Support
Progress Tracker Dashboard
Downloadable Learning Materials
Scheduled Live Webinars & 1-on-1 Support Sessions

🎯 Career Progression

On successful completion, learners can progress to:

Level 5 Diploma in Leadership and Management for Residential Childcare
Children, Young People and Families Practitioner (Apprenticeship Route)
Career roles such as:
- Residential Childcare Worker
- Team Leader or Key Worker
- Senior Support Worker in a children’s home

Course Curriculum

Unit 1: Support the development of children and young people to achieve their learning potential
Unit Ref: Y/617/9739 Learning Hours: 42 Credit: 6

Introduction
Lesson 1: Understand The Development of Children and Young People
Lesson 2: Factors Influencing Development and Impact on Practice
Lesson 3: Monitoring, Assessment and Intervention Cycle
Lesson 4: Supporting Children and Young People to Engage In Learning
Lesson 5: Working With Education Providers and Specialist Services
Lesson 6: Creating Inclusive and Stimulating Learning Environments
Lesson 7: Supporting Development Through Reflective Practice
Lesson 8: Case Studies and Best Practices
References
Test Your Understanding

Unit 2: Safeguarding and protection of children and young people in residential childcare
Unit Ref: L/617/9740 Learning Hours: 34 Credit: 5

Introduction
Lesson 1: Understanding the Concept of Safeguarding and Protection
Lesson 2: The Legal and Policy Framework for Safeguarding
Lesson 3: Types of Abuse and Harm
Lesson 4: Signs, Indicators, and Effects of Abuse
Lesson 5: Roles and Responsibilities of Residential Staff in Safeguarding and Protection
Lesson 6: Recording and Reporting Procedures
Lesson 7: Multi-Agency Working in Safeguarding
Lesson 8: Responding to Disclosures and Allegations
Lesson 9: Understanding Whistleblowing in Residential Childcare
Lesson 10: Safe Working Practices in Residential Childcare
Summary of Learning
Conclusion
References
Test Your Understanding

Unit 3: Supporting children and young people who have experienced harm and abuse
Unit Ref: R/617/9741 Learning Hours: 24 Credit: 3

Introduction
Lesson 1: Understanding Harm and Abuse
Lesson 2: The Impact of Harm and Abuse on Development
Lesson 3: Roles and Responsibilities of Practitioners
Lesson 4: Immediate and Ongoing Support for Children After Harm
Lesson 5: Working with Other Professionals to Support Recovery
Lesson 6: Creating Healing-Centred Environments in Residential Childcare
Lesson 7: Recording, Monitoring, and Reviewing Support Plans
References
Test Your Understanding

Unit 4: Support effective communication and information handling in residential childcare
Unit Ref: Y/617/9742 Learning Hours: 30 Credit: 4

Introduction
Lesson 1: The Role and Importance of Communication in Residential Childcare
Lesson 2: Adapting Communication to Meet Individual Needs
Lesson 3: Overcoming Barriers to Communication
Lesson 4: Confidentiality, Consent, and Information Sharing
Lesson 5: Recording and Reporting Information Accurately
Lesson 6: Legal Frameworks and Data Protection Principles
Lesson 7: Professional Communication with Families and Agencies
References
Test Your Understanding

Unit 5: Support positive outcomes for children and young people in residential childcare
Unit Ref: T/617/9800 Learning Hours: 22 Credit: 3

Unit 6: Support positive relationships and attachments for children and young people in residential childcare
Unit Ref: H/617/9758 Learning Hours: 24 Credit: 3

Unit 7: Support the well-being and resilience of children and young people in residential childcare
Unit Ref: K/617/9759 Learning Hours: 24 Credit: 3

Unit 8: Support group living in residential childcare
Unit Ref: M/617/9794 Learning Hours: 30 Credit: 4

Unit 9: Support and promote shared risk management with children and young people in residential childcare
Unit Ref: K/617/9874 Learning Hours: 24 Credit: 3

Unit 10: Support children and young people in residential childcare to manage their health
Unit Ref: J/617/9767 Learning Hours: 22 Credit: 3

Unit 11: Assessment and planning with children and young people in residential childcare
Unit Ref: R/617/9769 Learning Hours: 26 Credit: 4

Introduction
Lesson 1: Understanding the Role of Assessment in Residential Childcare
Lesson 2: Involving Children and Young People in the Planning Process
Lesson 3: Using Assessment and Planning to Promote Positive Outcomes
Lesson 4: Working in Partnership with Other Professionals and Agencies
Lesson 5: Reflecting on the Impact of Assessment and Planning on Children’s Lives
Lesson 6: Promoting Inclusive and Anti-Discriminatory Practice in Assessment and Planning
References
Test Your Knowledge

Unit 12: Support and promote the rights, diversity and equality of children and young people in residential childcare
Unit Ref: A/617/9782 Learning Hours: 20 Credit: 3

Introduction
Lesson 1: Understanding the Rights of Children and Young People in Residential Childcare
Lesson 2: Embracing and Valuing Diversity in Residential Childcare
Lesson 3: Promoting Equality and Reducing Discrimination in Practice
Lesson 4: Empowering Children to Exercise Their Rights
Lesson 5: Challenging Discrimination and Advocating for Fairness
Lesson 6: Promoting Participation, Voice and Choice in Everyday Practice
Lesson 7: Working with Others to Uphold Rights, Equality and Diversity
References
Test Your Knowledge

Unit 13: Support working in teams to benefit children and young people in residential childcare
Unit Ref: F/617/9783 Learning Hours: 28 Credit: 4

Introduction
Lesson 1: The Purpose and Importance of Teamwork in Residential Childcare
Lesson 2: Understanding the Characteristics of Effective Teams in Residential Childcare
Lesson 3: The Role and Responsibilities of Individual Team Members
Lesson 4: Communicating Effectively Within a Residential Childcare Team
Lesson 5: Supporting Team Members and Promoting a Positive Team Culture
Lesson 6: Dealing with Conflict and Challenges in the Team
Lesson 7: Engaging in Reflective Practice to Improve Teamwork
Lesson 8: Multi-Agency Working and Team Collaboration Across Services
Lesson 9: Maintaining Professional Standards in Teamwork
References
Test Your Knowledge

Unit 14: Professional development in residential childcare settings
Unit Ref: R/617/9786 Learning Hours: 28 Credit: 3

Introduction
Lesson 1: Understanding Professional Development in Residential Childcare
Lesson 2: Reflecting on Practice and Identifying Strengths and Areas for Improvement
Lesson 3: Developing a Personal Development Plan (PDP)
Lesson 4: Receiving and Using Feedback Effectively in Residential Childcare
Lesson 5: Addressing Barriers to Professional Development
Lesson 6: Promoting a Culture of Continuous Learning in Residential Childcare
Lesson 7: The Role of Supervision, Mentoring, and Peer Support in Development
Lesson 8: Documenting and Reviewing Your Progress
Lesson 9: Embracing Lifelong Learning in Residential Childcare
References
Test Your Knowledge

Unit 15: The care system and its impact on children and young people
Unit Ref: D/617/9788 Learning Hours: 40 Credit: 5

Introduction
Lesson 1: The Structure and Purpose of the Care System
Lesson 2: The Impact of Being in Care on Children and Young People
Lesson 3: Roles and Responsibilities of Different Agencies Within the Care System
Lesson 4: Legislation and Guidance That Influences the Care System
Lesson 5: Transitions and How the Care System Supports Them
Lesson 6: Supporting Children to Understand and Navigate the Care System
Lesson 7: The Experience of Being in Care — The Child’s Voice and Perspective
Lesson 8: Supporting Identity, Belonging, and Cultural Needs in the Care System
Lesson 9: Working in Partnership with Families and Others to Improve Care Outcomes
Lesson 10: Preparing Children and Young People for Independence and Adulthood
References
Test Your Understanding

Unit 16: Residential childcare for children and young people with complex disabilities or conditions
Unit Ref: H/617/9789 Learning Hours: 30 Credit: 4

Introduction
Lesson 1: Understanding Complex Disabilities and Conditions
Lesson 2: Communicating Effectively with Children and Young People with Complex Needs
Lesson 3: Supporting Physical, Emotional, and Social Development
Lesson 4: Promoting Inclusion, Participation, and Choice
Lesson 5: Safeguarding, Protecting Rights, and Promoting Dignity
Lesson 6: Working in Partnership with Families and Professionals
Lesson 7: Supporting Transitions and Preparing for Adulthood
Lesson 8: Monitoring and Reviewing Support for Children with Complex Needs
References
Test Your Knowledge

Unit 17: Working with the families of children and young people in residential childcare
Unit Ref: Y/617/9790 Learning Hours: 20 Credit: 2

Introduction
Lesson 1: Understanding the Complexity of Family Situations
Lesson 2: Building Positive and Respectful Relationships with Families
Lesson 3: Supporting Family Contact — Safely and Meaningfully
Lesson 4: Managing Conflict and Difficult Dynamics in Family Relationships
Lesson 5: Valuing Diversity and Respecting Different Family Structures
Lesson 6: Involving Families in Planning, Reviews, and Transitions
Lesson 7: Promoting and Supporting Family Strengths and Resilience
References
Test Your Knowledge

Assessment Guide
General Summary: How to Write Assignments for the Level 3 Diploma in Residential Childcare (RQF) Purpose of the Assignments The assignments in the Level 3 Diploma for Residential Childcare are designed to: • Test your understanding of key principles, legislation, and best practices in residential childcare. • Assess how you apply knowledge to real-life situations involving children and young people. • Build your skills in reflective thinking, decision-making, communication, and professional behaviour. • Help you meet the occupational standards required for working in regulated children’s residential care settings. Each unit in the qualification explores a different theme — from safeguarding and health to emotional resilience, education, teamwork, and leadership. Your job as a learner is to demonstrate competence and understanding in every one of them. What Does a Good Assignment Look Like? A high-quality assignment is: • Well-structured – with clear headings for each learning outcome or section. • Explanatory – each point is explained clearly and not just listed. • Evidence-based – supported by legislation, frameworks, theories, or real-world examples. • Reflective – shows that you’ve thought about your own role, experiences, and learning. • Professional – uses appropriate terminology and a respectful tone throughout. Structure: How to Organise Your Assignment Here’s a general format to follow for each unit: 1. Introduction o Briefly introduce the unit topic and its importance in residential childcare. 2. Learning Outcomes and Assessment Criteria o Break down the unit by its learning outcomes (e.g., LO1, LO2, LO3). o Within each outcome, address the assessment criteria clearly and fully. 3. Main Content o Write in full sentences, with explanations and examples. o Use headings to keep your writing organised. o Apply the legislation, policies, and frameworks relevant to the topic. o Reflect on real-life practice or scenarios where appropriate. 4. Conclusion o Summarise what the unit taught you and how it has influenced your thinking or practice. 5. References o Use Harvard referencing to list all books, reports, and websites used in your work. Tips for Explaining Your Answers Each assignment is a chance to show your professional knowledge. When writing: • Use “I” statements to reflect on your role (e.g., “I would support the young person by…”). • Explain how you would carry out tasks, not just what the task is. • Give examples from your experience or realistic scenarios in residential care. • When citing laws or policies, explain their relevance, not just name them. • Use terms like “person-centred”, “safeguarding”, “trauma-informed”, “multi-agency working”, “reflective practice” where they apply. Evidence You Can Include Your assessor may ask for additional evidence to support your assignments, such as: • Reflective accounts • Observations in practice • Witness testimonies from supervisors • Logs or records from work settings • Personal development plans (PDPs) • Risk assessments or care plans (anonymised) You’ll also need to demonstrate competence in real practice, but your written work is where you show your theoretical and reflective understanding. Do’s and Don’ts DO: • Use your own words — not copy-pasted text from the internet. • Reflect on your learning and practice — show growth. • Back up your points with facts, laws, or frameworks. • Use clear, professional language. DON’T: • Just list bullet points with no explanation. • Use informal or chatty language. • Avoid the hard topics — discuss safeguarding, abuse, or trauma carefully and clearly. • Submit work without checking for grammar and clarity. Example Snippet (Safeguarding Response) Good Answer Example: “When a child discloses abuse, I would remain calm, listen actively, and reassure the child they are not in trouble. I would avoid asking leading questions and explain that I may need to share the information. I would record the disclosure accurately, using the child’s words, and report it immediately following my setting’s safeguarding policy. This is supported by the Working Together to Safeguard Children guidance (DfE, 2018).” Referencing Your Work Make sure your assignments include references to support your answers. Here are some examples: • Department for Education. (2018). Working Together to Safeguard Children. London: HMSO. • Bowlby, J. (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. Routledge. • NSPCC. (2023). Types of Abuse. https://www.nspcc.org.uk • SCIE. (2021). Reflective Practice in Social Care. https://www.scie.org.uk Use a mix of books, policies, and websites, and always list them alphabetically at the end of each assignment. Final Thought Writing assignments for the Level 3 Diploma in Residential Childcare isn’t just an academic task. It’s a professional journey — a way of turning what you know, feel, and do into words that show your growth as a carer. Take your time. Reflect honestly. Use the voices of children you’ve supported — respectfully and anonymously — to ground your answers in real care work. And always remember: this qualification is about helping you provide safe, consistent, and empowering care to children and young people who need it most.

Your Instructors

My Goshen Place

5.00 Rating 28 Courses 20 Students

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Featured Review

Jaykumar Patel

2 days ago

Taking the NVQ Level 3 course has been a very positive experience for me. It was a good match for my learning style because it is practical and work-based, which helped me apply what I was learning directly to my job. I found the course content relevant to my role, especially in areas like safeguarding, communication, person-centred care, and health and safety. It has improved my knowledge, skills, and confidence at work, and it has also helped me progress in my career. Thank you.

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