DR5K 04 (CCLD 315)Contribute to supporting parents with literacy, numeracy and

language needs

Elements of competence

CCLD 315.1Identify and encourage parents with some literacy, numeracy or language needs to improve their skills

CCLD 315.2Provide information for parents to enable them to access support

CCLD 315.3Reflect on and evaluate own and organisational practice in supporting parents

About this Unit

This Unit is about identifying parents who have a literacy, numeracy or language need, and signposting them to local learning opportunities. This Unit includes both work with parents with literacy or numeracy needs, and those who require English for Speakers of Other Languages (ESOL) support.

This Unit is for you if you work in a setting whose main purpose is children's care, learning and development and have a role in identifying parents with literacy, numeracy or ESOL needs and signposting them to local learning opportunities.

Keywords

What we mean by some of the words used in this Unit
Language need / Those requiring English for Speakers of Other Languages (ESOL) support to enable them to function and progress at work and in society in general
Literacy need / Problems for adults regarding the ability to read, write and speak in English/ Welsh at a level necessary to function and progress at work and in society in general
Numeracy need / Problems for adults regarding the ability to use mathematics at a level necessary to function and progress at work and in society in general

Evidence Requirements for the Unit

It is essential that you adhere to the Evidence Requirements for this Unit

GENERAL GUIDANCE
  • Evidence must be provided for ALL of the performance criteria and ALL of the knowledge.
  • Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion.
  • Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and practice are linked.
  • The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and the values and the principles for good practice in children’s care, learning and development.
  • All evidence must relate to your own work practice.

SPECIFIC Evidence Requirements for this unit
Simulation:
  • Simulation is not permitted for this unit.

The following forms of evidence ARE mandatory:
  • Direct Observation: Your assessor or expert witness must observe you in real work activities which will provide evidence of some part of Elements 1 and 2 in this unit.
  • Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be able to use a reflective account to provide some of the performance evidence for this unit. e.g. how you have used feedback on your effectiveness in supporting parents.

Issues for consideration:
  • The following performance criteria may be difficult to evidence by observation.
Element 1 – PCs 4, 5, 6, 7 and 8
Element 2 – PCs 5 and 6
Element 3 – all performance criteria
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
  • Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand principles which support practice, policies, procedures and legislation, and that you can critically evaluate their application e.g. national and local strategies for improving adult literacy, numeracy and ESOL, the whole team approach to identification and support of parents and how this may be managed, the importance of avoiding judgmental and stigmatising approaches. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
  • Products: These are non-confidential records made, or contributed to, by you, e.g. information for parents, literature about basic-skills, language support information, evaluations of practice.
  • Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual location and be referred to in the assessor records in your portfolio e.g. individual parent records, notes of meetings, reports, sensitive or commercial information.
  • Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards and check that you have retained and can apply learning to practice, e.g. basic-skills training, courses on ESOL.
  • Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the knowledge requirement of your award e.g. investigations or assignments on basic skills and/or language support.
  • Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses.

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You need to provide evidence for ALL knowledge points listed below:

To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
1National and local strategies for improving adult literacy, numeracy and supporting ESOL standards
2Local providers, the range of support they provide, the suitability and accessibility of their provision for parents with whom you work
3How to set up strong and effective links with local providers
4Recognition that settings have a role in signposting parents to local providers and learning opportunities and the importance of identifying and adhering to the boundaries of that role
5The benefits of a whole team approach to identification and support of parents who may have some literacy, numeracy or language needs, whilst ensuring appropriate confidentiality
6The key role that the setting and colleagues working within the setting can play in the identification and support of parents with various basic skill and language needs
7Recognition that parents will have a variety of skills and may also have some literacy, numeracy or language needs, that identification of an individual profile of needs is important
8The stigma that parents may feel in having literacy, numeracy or language needs and the importance of ensuring that no-one within the setting is judgmental or stereotypical in their dealings with parents
9Effective communication with parents who may be hesitant or reluctant to discuss their personal needs for support in literacy, numeracy or ESOL
10Strategies for identification of parents who may require support in literacy, numeracy or ESOL
11The beneficial effects on children’s learning of parents who can support them and who can offer confident literacy, numeracy and language support
12The background and influences on parents in local areas and the acknowledgement that there is an inter-generational cycle of literacy, numeracy and/or language needs
13The importance of reflecting on personal and organisational effectiveness in supporting parents and how this might be undertaken
14The importance of including parents themselves in evaluating the effectiveness of the support offered by the setting

CCLD 315.1Identify and encourage parents with some literacy, numeracy or language needs to improve their skills

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Provide opportunities for parents to express their concerns about their children, their children's learning and their own literacy, numeracy and language needs
2Ensure effective communication with parents
3Demonstrate a non-judgmental attitude that values diversity and recognises cultural and ethnic differences
4 Sensitively identify parents who may have some literacy, numeracy or language needs in ways that do not stereotype
5Show parents that you recognise their skills and strengths, and value them as individuals and partners in the care, learning and development of their children
6Help parents to recognise the importance of their role as the child's first and most enduring educator and find ways of supporting and increasing their confidence
7Support parents in assessing their own needs and the importance of confidently supporting their child's learning
8Encourage parents to seek support for their own literacy, numeracy and language needs

CCLD 315.2 Provide information for parents to enable them to access support

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Set up positive working relationships with providers of adult literacy, numeracy and ESOL support
2Identify appropriate local provision to meet parents’ needs
3Provide clear, accessible information for parents
4 Give parents time to discuss the issues with you and the options for support that are available locally
5Sensitively seek parents’ agreement to passing information to colleagues in the setting in order to increase the level of support available

CCLD 315.2 Provide information for parents to enable them to access support (contd)

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
6Reassure parents that information about literacy, numeracy and language needs will remain confidential in line with setting procedures

CCLD 315.3 Reflect on and evaluate own and organisational practice in

supporting parents

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Reflect on your own practice in supporting parents with literacy, numeracy or language needs
2Reflect on organisational practice in supporting parents with literacy, numeracy or language needs
3Discuss with parents their experiences of support received in the identification and signposting of support for their needs
4 Evaluate the effectiveness of strategies for identification and support of parents with literacy, numeracy or language needs
5Identify ways of improving the service to parents

DO = Direct ObservationRA = Reflective AccountQ = Questions

EW = Expert Witness P = Product (Work)WT = Witness Testimony

To be completed by the Candidate
I SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT and that the candidate has demonstrated the application of the princples and values.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..

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Unit: DR5K 04 (CCLD 315)Contribute to supporting parents with literacy, numeracy andlanguage needs