Children’s Services
Induction Standard 4 – Know how to
communicate effectively
Children’s Services - Induction Standard 4 – Know how to
communicate effectively
This standard is about showing that you understand the children and young
people you work with, particularly their views and feelings. You will need to show
that you can respond appropriately to what children and young people are
communicating to you (in speech, in writing, by body language and so on).
Within your role you will need to communicate with children and young people in
clear, jargan-free language, without patronising them. You will need to help
children and young people to make their own decisions.
Section
4.1
4.2
4.3
4.4
4.1
Description
Know how to communicate effectively
Knowing about communication
Communication with parent/main carers and carers
Principles of keeping good records
Page
1
7
12
15
Know how to communicate effectively
What is Communication?
“Communication is the giving and receiving of information” Evans C and Donahue
(2003)
Communication is the foundation of what we do in every day life. It is a two-way
process involving the giving and receiving of information. Not all this
communication will be verbal (through words and sounds) – some of it will be
non-verbal (through our behaviour, gestures, body language and facial
expressions). What we say, how we say it and what we do communicates a
multitude of messages. These messages are given and received both
consciously and subconsciously.
What can motivate people to communicate?
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To build relationships
To share information
To express feelings
To demonstrate a need
Forms of Communication
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Verbal: tone and volume
Non-verbal (body language, facial expressions)
Telephone
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
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Information Technology
Written documentation
Behaviour pattern
How to encourage communication
Listening to children and young people will help you to identify what they are
trying to say.
How to encourage communication
Listening to children and young people will help you to identify what they are
trying to say.
Open questioning (questions that need more than a “Yes/No” answer) will
encourage children and young people to expand upon their ideas.
Giving time to children and young people is important. If children and young
people feel rushed to respond, they may stutter or stumble over their words.
Show children and young people that you have heard them by repeating and rewording their thoughts in your own responses.
Use your knowledge of the children and their families to initiate and sustain
conversations.
Make sure that your communication is not always instructional. Take time to get
to know the child or young person and make them feel that you are interested in
what they have to say.
Actively seek out the views and opinions of children and young people, through
informal means – conversation and chat, and through more formal methods –
surveys, suggestion boxes, circle time or meetings.
Avoid jargon and abbreviations in your communication – the children and young
people may not understand what it is you are saying, but may be too
embarrassed to ask for clarification.
Treat all children and young people as individuals – don’t assume that they all
have the same needs, interests or experiences. Find out about them and their
families and build individual, respectful relationships with them.
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Induction Standard 4 – Know how to
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Section 4.1 Questions
Encourage communication
Please answer the questions below.
Active listening, body language / eye contact.
Give 3 examples of how you would find out about the needs, interests,
views and feeling of the children or young people with whom you work.
1: ……………………………………………………………………………………..
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2: ………………………………………………………………………………………
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3: …………………………………………………………………………………….
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How do you show the child or young person with whom you work that you
understand them, their views and feelings?
Your Line Manager (or the appropriate person for your setting) must
observe you demonstrating that you communicate with children and young
people in clear, jargon-free language, without patronising them – please
include the observation on the following sheet.
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COMMUNICATION: OBSERVATION BY LINE MANAGER / APPROPRIATE
PERSON
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Signed: …………………………………… Dated: ……………………………….
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How do you encourage children and young people to make their own
decisions?
What would be the most effective ways of communication between the
following relationships and why?
You and the children or young people you work with
…………………………………………………………………………………………
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You and your colleagues
…………………………………………………………………………………………
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You and the children or young people’s families/carers
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Give 3 examples of the types of situation when you will need to provide
information to a parent/main carer/carer
1: …………………………………………………………………………………………
…………………………………………………………………………………………
2: …………………………………………………………………………………………
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3: …………………………………………………………………………………………
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4.2
Knowing about communication
Within your role you will need to know about or describe effective ways of
communicating with children, young people and their families. You will need to
show how you use effective communication in your work and you will need to
know about the main barriers to communicating with children and young people.
Communication Techniques
Closed questions – This type of questioning only requires a brief answer and is
usually linked with factual questioning that requires a yes or no answer. It can be
useful for communicating with children or young people who are reluctant to
communicate with you, through shyness or other reasons, as it encourages some
response. This can then be built on through using other techniques.
Open questions – This type of questioning is generally used because it
encourages a full answer and allows the child or young person to expand upon
his/her thoughts and ideas.
Listening – It is important to listen carefully so that we are able to respond to
what people are saying and how they are saying it. Sometimes listening
“between the lines” is necessary so that a full picture can emerge. Only when
children and young people feel that they are listened to will you be able to
develop healthy and respectful relationships with them.
Body Language – Body language is a very powerful form of non-verbal
communication. This is shown when we communicate by the way we stand,
place our hands or arms, gestures, and facial expressions.
Children quickly learn to gain attention by moving their bodies.
Touch – Touch is very important when working with babies and very young
children. Babies should be held when they are fed so that bonding can take
place. Very young children are often comforted through holding them. However,
it is very important to recognise that children and young people have rights. They
can choose whether or not they feel comfortable being touched by those around
them and their views must be respected. Adults have a responsibility to empower
children’s understanding that they are in charge of their own bodies. When this
ownership is reinforced, it will help children to safeguard themselves from abuse.
(see Standard 6)
Appropriate Silences – These are important so the child or young person has
time to respond. Trying to hurry a child to respond may lead to the child feeling
under pressure, which can result in stammering or stuttering or a reluctance to
talk.
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Behaviour Patterns – The way that children or young people behave can be a
powerful indication of the way they are feeling. It is important to have a sound
understanding of the expected behaviour patterns for the age group with which
you work in order to help identify whether the behaviour is within what would
normally be expected. Those without verbal communication or with
communication difficulties may rely more heavily on adults interpreting their
behaviour.
Active Listening
There are five main areas of Active Listening:

Eye Contact – Careful, non evaluative attention and eye contact whilst
listening. This automatically helps the speaker to express what they want
to say.

Reflecting Data – This is like holding a mirror in front of the speaker,
repeating back phrases as you hear them – this increases clarity and lets
the speaker know that you are hearing them accurately.

Summarising – When you feel you are grasping the ideas, thoughts etc,
summarising to the speaker helps both to review and check clarity and
mutual
understanding
of
the
message.

Reflecting Feelings – The more familiar you are with the speaker’s
emotions, reflecting these back will test your perceptions, as well as give
information and feedback to the speaker about their feelings.

Interpreting – Sometimes it is appropriate to interpret what the speaker is
saying and both parties can find this helpful. However, be aware of
negative reactions from the speaker who might feel that you are
deliberately distorting the message for reasons of your own.
Effective Communication
We use all five senses to communicate and receive information:
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Visual – seeing
Auditory - hearing
Olfactory – smelling
Gustatory – tasting
Kinaesthetic – feeling
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Think about how a child or a young person views an object or person for the first
time. They not only look at it, they put it in their mouths to taste and smell it, they
touch the object to discover its texture and they may tap or bang it to listen to the
noise it makes. As we develop, these become less obvious to other people but
we still use them subconsciously to process information.
Therefore effective communication can only be achieved by the following rules:
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Appropriate eye contact.
Open and receptive body language
Positioning
Reduce distractions
Utilise other forms of communication, e.g. visual systems
Use interpreter or sign language if necessary
Barriers to Communication
There are many barriers which can prevent effective communications; these can
be both internal and external:
Internal
Prejudice
Assumption
Labelling
Judging
Having your own agenda
External
Noise
Environment
Language
Distraction
Interruption
Hearing impairment
Communication needs
Adapting Communications Skills
There are times when we need to adapt our communication style to meet the
needs of individuals and use aids to help them enhance their communication.
Hearing impairment
Hearing impairment is an invisible disability, so it can become a big
communication barrier. Hearing impaired people have to concentrate very hard
to pick up information. The hearing impairment may be temporary – e.g. as a
result of glue ear, or permanent. Find out what communication methods best suit
the child or young person by talking to the family/carers. It may be that a strategy
is already in place to help the child or young person communicate through
symbols, pictures or signing for example. If the impairment is only slight, speaking
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slowly and clearly, making sure that you face the child or young person will help,
as will minimising outside noise and distractions.
Visual impairment
This can make a person very disorientated if in a strange place or they lose their
glasses. When caring for a person who is visually impaired, verbal
communication has increased importance as do other senses.
Language barriers
It can be difficult to communicate with a person who speaks no English, you may
need to use picture boards so they can understand or interpret what they require.
It will be helpful for you to learn some key phrases that you can use to help
develop a relationship with the child or young person. Involving the family will also
help to break down barriers.
Learning difficulties
It is very important to be aware of the cognitive age of the child or young person,
as well as the chronological age. You may need to reduce the amount of
information you are asking the child to process, e.g. by using minimal language,
key words and visual systems. You will need to work closely with the other
professionals involved in the care of the child in order to learn how best to support
their communication efforts.
Cultural differences
Commonly used gestures can sometimes have different meanings in other
cultures, for example, eye contact can be seen as a positive or negative aspect of
communication. Familiarise yourself with the cultures of those you are caring for
so you are able to treat them with respect.
Autism
Individuals who are on the autistic spectrum have problems with communication,
social interaction and thinking flexibly. They are literal thinkers so they think
about what you are saying. For example “this toy is wicked” (meaning the toy is
very good) may be taken as it is a bad toy.
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Section 4.2 Questions
Please answer the question below.
In the table below, fill in the main barriers you might encounter to
communicating effectively with children and young people. Then add in
what steps you could take to overcome these barriers.
Barrier
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4.3
Communication with parent/main carers and carers
Within your role you will need to know when to provide information to parent/main
carers and carers. You will need to understand how to raise concerns with
parent/main carers and carers in an appropriate way. You will need to
demonstrate that you can respond appropriately to what parent/main carers and
carers are communicating to you. When making decisions about the children and
young people you work with, you will need to consult their parent/main carers and
carers (if appropriate).
Parent/main carers play a central role in the lives of their children and knowledge
of their child should not be underestimated. It is very important that you initiate
and maintain positive and respectful relationships with them, as this will help you
to do the best for the children and young people in your care. The way you
communicate with parent/main carers and carers will help with this.
There will be formal and informal systems for communication.
Informal: This will depend on the type of children’s service you offer, but it may
include time at the start of end of the day when parent/main carers/carers are
collecting or having an “open door” policy where parent/main carers/carers can
pop in at any time.
Formal: This will include newsletters, notice boards, parent/main carers
information evenings, review meetings, communication passports, handovers and
person-centred plans.
Whether you communicate formally or informally, you need to remain
approachable but professional at all times. If you are not sure about any written
communication you are providing, you should ask a senior member of staff to
check it for you.
Sometimes you may need to discuss difficult things with parent/main
carers/carers – for example, challenging behaviour or other concerns regarding
their child. It is important that you remain calm, factual and polite. Don’t be afraid
to ask for the help of a senior colleague.
Parent/main carers/carers are likely to have some important information about
their child to share with you. This information will help you to care for the child or
young person in the way that the family wishes and this is very important. Your
setting will have procedures in place to ensure that any important information is
recorded and shared appropriately and you need to know what these procedures
are. Ask your supervisor to show you how to handle such information. Equally,
there will be times when you may be involved in making decisions about a child’s
care or learning. It is very important that parent/main carers/carers are involved
in these decisions where appropriate. If you are not sure, you should check with
your supervisor.
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Section 4.3 Questions
Communication with parent/main carers and carers
Please answer the questions below.
Abbid is a young person in your care.
How would you raise your concerns with the parent/main carers/carers in
the following two situations?
You have concerns about Abbid’s hearing.
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You have heard Abbid repeatedly using inappropriate language.
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How would you respond to the parent/carers in the following situations?
Parent/main carers tell you Abbid has a nut allergy and gives you an
epipen.
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Parent/main carers tell you that there has been a bereavement and Abbid is
very distressed
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A parent/main carer angrily tells you that a child bit Abbid yesterday while
in your setting and wants to know why he wasn’t informed and what you are
going to do about it?
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What different ways do you use to consult with parent/main carers/carers
when making decisions about their children?
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4.4
Principles of keeping good records
In your role you will need to show a basic understanding of the importance of
keeping accurate records and know the purpose of each record or report you use
in your work. You will need to know how to record information that is
understandable, relevant, clear and concise, factual, and can be checked.
You need to share the information you record with the relevant young people,
children, parent/main carers and carers (in line with the policy of your work
environment).
You will need to demonstrate that you understand and can explain the difference
between observation, facts, information gained from others, and opinion. You will
need to know about formally assessing need and the reporting frameworks which
apply to your work environment.
There will be many reasons why you need to keep records about the children and
young people with whom you work. You will need to know, for example:

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Personal details
Medical details
Emergency contact details
Allergies
Family/cultural/religious practices
These records will help you to care for the child or young person appropriately
and it is therefore important that you check the records before offering any new
experiences. You will need to know what your setting’s policies and procedures
are, where the records are kept, who is allowed to see them, who you can share
them with and how you keep them up to date.
Find out from your
supervisor/manager.
Current legislation determines how we record and keep information about the
child or young person and who is allowed to access it. Remember that the
children and young people have a right to know what you have written about
them. For this reason it is important that you understand the difference between:
Observations - what you have seen for yourself
Fact - what you know to be true
Information gained from others – information you have been told, but that you
do not necessarily know to be true
Opinion – what you or others think about a certain situation
For example, read the following paragraph:
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“I looked out of the window and saw a small child with a red jumper running down
the road. My dad said that the child lives at number 25 with her mum, Mrs Brown.
A child that young shouldn’t be out on her own at this time of night.”
What was observed? The child running down the road
What is fact? The jumper is red
What is information gained from others? The child lives at 25 with her mum,
Mrs Brown
What is opinion? That the child shouldn’t be out on her own at this time of night
Information that needs to be recorded should always be written in a legible
manner, be factual, up to date and accurate. There should be procedures to
ensure that the information is updated whenever necessary. You should check
with your supervisor to find out about your setting’s policies and procedures.
Confidentiality
It is your responsibility as a carer to adhere to your employer’s policy on
confidentiality, so you should ask to see this to familiarise with it. This policy
should cover many aspects of your work, including disclosure of information to
internal and external sources and the use of electronic computer systems.
A few of the most common ways confidentiality can be breached are:

Records left unattended
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Failure to log off computer, allowing others to use your password

Conducting conversations (including telephone conversations) in a public
place
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Failure to establish whether information may be disclosed and establish
the identify of the requester
Assessment
One reason for observing children, gathering information and keeping records is
to assess a child’s or young person’s needs, learning and/or behaviour. By
making these observational records, you will be able to best plan for that
individual. The types of observations and assessments you carry out in your
workplace will vary according to your role and setting. You need to know what is
required in your workplace and what the procedures are for keeping this
information. Check your organisation’s policies and procedures or ask your
supervisor/line manager.
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Section 4.4 Questions
Principles of good record keeping
Why is it important to keep an accurate record of the health development
and wellbeing of children and young people in your care?
Who will you be likely to be reporting information to? Please state their
name and position:
Give 4 examples of the types of things that you may need to report on:
1: …………………………………………………………………………………………
2: …………………………………………………………………………………………
3: …………………………………………………………………………………………
4: …………………………………………………………………………………………
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List 5 different types of records, your level of involvement to date and the
purpose and benefit of each:
1: Record:
Purpose:
Benefit:
2: Record:
Purpose:
Benefit:
3: Record:
Purpose:
Benefit:
4: Record:
Purpose:
Benefit:
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5: Record:
Purpose:
Benefit:
Show your manager/appropriate person 2 examples of records you have
written about your children or young people and she will then confirm that
they are:Understandable
Relevant
Clear
Concise
Factual
Can be checked
Records checked: ………………………………….. ……………………………..
Signed: …………………………………………. Dated: …………………………
What is your work policy regarding sharing of information you record about
Children and young people with the child/young person, parent/main carers
and carers?
How do you implement this policy?
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Jordan is 4 years old.
Today you have seen him being particularly
aggressive to other children. Jordan’s friend mentions that she saw him
yesterday in the playground pushing over his little sister. You think this
change of behaviour is probably due to his father leaving the family home.
In the above scenario, state what is fact, what is opinion, what has been
observed and what has been gained from others
Fact :
Opinion :
Observed:
Gained from others:
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If you have concerns about a child or young person’s development or
behaviour, what are the formal reporting procedures of your setting?
How would the child or young person’s needs be formally assessed
following your report?
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Statement of learning and completion of induction standard
Standard 4: Know how to communicate effectively
Feedback from manager
What have been the specific learning outcomes of this Standard for the
worker/practitioner?
What is the next stage of their development in this area?
Feedback from worker/practitioner
What have been the specific learning outcomes of this Standard for you and
how do you hope to take your learning forward?
Signatures
Manager
Worker/Practitioner
Date
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