5.2 Explain why it is important for practitioners to have high expectations of and ambitions for, all children and young people regardless of their circumstances and background

This guide will help you answer 5.2 Explain why it is important for practitioners to have high expectations of and ambitions for, all children and young people regardless of their circumstances and background.

Practitioners in childcare, education and youth settings influence how children see themselves and what they believe they can achieve. Holding high expectations and ambitions for every child, no matter their background, sends a powerful message. It tells them they are valued, capable and worthy of success.

When expectations are low, children may start to believe there is a limit to what they can achieve. This can affect confidence, motivation and effort. High expectations inspire children to aim higher and try harder. Ambitions encourage them to set goals and see that they can progress.

High expectations should be consistent. They should apply to all children, including those facing disadvantage, disability, behavioural challenges or difficult home lives. Every child deserves the chance to meet their potential.

The Link Between Expectations and Self-Belief

Children and young people often internalise what adults believe about them. If practitioners treat them as capable and talented, they are more likely to develop self-belief. This boosts resilience so they can bounce back from setbacks. Self-belief can drive motivation, persistence and pride in achievement.

Low expectations can harm self-esteem. For example, if a child believes adults expect them to fail, they might not try their best. Over time, this can create a cycle of underachievement that becomes hard to break.

High expectations create a positive feedback loop:

• Practitioners believe in the child’s ability.
• The child senses this belief and starts to believe it themselves.
• The child works harder and achieves more.
• Success reinforces confidence and ambition.

Equality of Opportunity

One reason for having high expectations of all children is the principle of equality. Every child should have the same opportunity to learn, develop and thrive, regardless of their background. Background factors can include family income, home environment, parental education, ethnicity, disability or health conditions.

If practitioners let these factors lower expectations, they risk denying children a fair chance. Giving every child high expectations means they can access the same quality of encouragement, challenge and resources as their peers.

Equality is not about treating every child in exactly the same way. It is about recognising needs and barriers, then offering support so that high expectations remain realistic but ambitious.

Overcoming Stereotypes

Stereotypes can influence how adults view children. These might involve assumptions about ability based on gender, ethnicity, social class or disability. High expectations challenge these stereotypes.

For example:

• Assuming boys will struggle with reading can hold them back.
• Thinking children from poorer backgrounds will have lower attainment can become a self-fulfilling prediction.
• Assuming a child with a disability cannot achieve beyond certain levels limits their possibilities.

Practitioners must consciously set aside stereotypes and base expectations on the child’s individual abilities, interests and potential. This makes ambitions realistic while still stretching the child’s learning.

Linking Ambitions to Development

Ambitions are aspirations for the future. They give children purpose and direction. Practitioners can help children develop ambitions that suit their skills and interests. They can do this by:

• Giving children opportunities to explore new subjects and activities.
• Helping children recognise their own strengths.
• Encouraging persistence and problem-solving.
• Introducing role models who have achieved success in different fields.

High ambitions help children set targets that go beyond current abilities. When supported, they learn they can grow and improve over time.

Motivation and Engagement

High expectations make learning and development challenging but achievable. This keeps children motivated. If the work is too easy, they may lose interest. If it is too hard with no support, frustration can set in. The balance is important.

Practitioners who show they believe in children’s abilities can spark enthusiasm. They encourage children to engage fully in lessons, activities and play. This engagement leads to better progress and stronger skills.

Ways to encourage motivation include:

• Giving positive feedback and recognising effort.
• Ensuring learning objectives are clear and achievable.
• Celebrating successes, big and small.
• Providing opportunities to share ideas and take ownership of learning.

Impact on Long-Term Outcomes

Holding high expectations for all children can affect their long-term prospects. Research shows that children who are challenged and supported often achieve better academically. They are more likely to progress to higher education or skilled employment. They may also have stronger social and emotional skills.

Ambitions can help children avoid narrow career paths or low aspirations. They see a wider range of possibilities for the future and develop the skills needed to reach them.

Ignoring high expectations for some children can limit their chances in adult life. It can reinforce cycles of disadvantage, where background determines future success. Practitioners play a key role in breaking that cycle.

Building Resilience

Resilience means coping well with difficulties and setbacks. High expectations support resilience. When children face challenges, they learn to problem-solve, adapt and persevere.

Practitioners can help build resilience by refusing to lower expectations when things get tough. Instead, they adapt support to help the child cope. This sends the message that difficulties can be overcome and success is still possible.

Resilient children are more likely to take on challenges in life, cope with change and deal with failure positively.

Role of Practitioner Attitude

A practitioner’s attitude can influence the whole atmosphere in the setting. If they expect the best from children, they will plan activities that stretch abilities, praise progress and guide learning positively. High expectations influence:

• Lesson planning.
• Choice of language and tone with children.
• Decisions about behaviour management.
• Adaptations for individual needs.

Negative attitudes can quickly undermine confidence. If a child hears “You can’t do this” or “You’re not good at that,” they start to believe it.

A belief in all children’s potential creates a learning culture where goals keep rising and ambitions stay alive.

Supporting All Backgrounds

Some children may come from backgrounds where ambition is not encouraged. They may lack positive role models or support at home. Practitioners can fill that gap by being consistent sources of encouragement.

For children in challenging circumstances, high expectations:

• Provide stability.
• Offer a sense of purpose.
• Create structure and goals.
• Help them see beyond current hardship.

Support from practitioners can include mentoring, extra help with work, and guidance in setting realistic steps towards long-term aims.

Encouraging Independence

High ambitions encourage children to think for themselves, make decisions and act independently. Practitioners can foster independence by involving children in their own learning goals and letting them take part in planning activities. Independence builds confidence and skills for adult life.

Children who are guided to aim high may take on more responsibilities, trust their own judgement and challenge themselves more often.

Link to Professional Standards

Many professional frameworks in education and childcare stress the importance of challenging discrimination and promoting equality. Meeting these standards involves holding high expectations for all children.

For example, the Early Years Foundation Stage and SEND Code of Practice highlight the need for inclusion. Inclusion involves adapting opportunities so that all children can take part and succeed, while maintaining ambition for their learning and development.

Practitioners are expected to avoid bias, encourage progress, and support children in meeting their full potential.

Realistic Yet Ambitious Targets

High expectations should be balanced with realism. This means recognising where a child is currently and setting targets that stretch their skills without being unachievable. This approach prevents frustration while maintaining ambition.

Practical steps:

• Assess current ability accurately.
• Build targets step by step.
• Offer extra support and resources.
• Review progress regularly and adjust challenges accordingly.

Setting low targets can lead to boredom and lack of effort. Setting targets too high without support can lead to anxiety or disengagement. The balance is key.

How to Maintain High Expectations

To keep expectations high for all children, practitioners can:

• Continually reflect on their own attitudes and biases.
• Make sure assessment and feedback are fair.
• Keep communication positive and encouraging.
• Work with families to promote ambition.
• Celebrate diversity and individual strengths.

Training can help practitioners recognise unconscious bias and learn strategies to challenge it. Reflection and discussion with colleagues can improve practice.

Benefits for Practitioners and Settings

When high expectations are the norm, settings often see:

• Improved overall achievement.
• Better behaviour and engagement.
• Stronger relationships with families.
• A culture of respect and inclusion.

Children feel respected and trusted. They are more likely to respect rules, participate fully and show kindness to others.

Final Thoughts

Holding high expectations and ambitions for all children and young people is about giving every individual the chance to thrive. It means seeing potential where others may overlook it and never letting background limit opportunity. It shapes attitudes, achievement and life choices.

As a practitioner, believing in every child’s ability can transform lives. It encourages self-belief, resilience and motivation, and it can break cycles of disadvantage. Children who grow up knowing someone believes in them often grow into adults who believe in themselves. That belief can be the start of success.