NCAV Breastfeeding Course Accreditation

Please ensure you have read the general details on Course Accreditation.

To be considered under the NCAV process content of Breastfeeding Awards must include:

  1. Teaching the basic structure of the breast, including lobes, ducts, nipple, areola and supporting tissue.
  2. Explaining how breast tissue changes during pregnancy, birth and the postnatal period.
  3. Covering the role of the nipple and areola in effective attachment and milk transfer.
  4. Helping learners understand normal breast variation and avoiding unrealistic expectations of breast shape, size or function.
  5. Explaining how anatomy may affect breastfeeding, including previous surgery or breast trauma.
  6. Ensuring learners understand when anatomical concerns should be referred to a midwife, infant feeding specialist or other appropriate professional.

  1. Covering the recognised health benefits of breastfeeding for babies, including nutrition, immune support and bonding.
  2. Explaining potential health benefits for mothers, including recovery after birth and longer term health considerations.
  3. Teaching the emotional and relational aspects of breastfeeding.
  4. Discussing the practical benefits of breastfeeding while remaining sensitive to individual circumstances.
  5. Presenting benefits in a balanced, non-judgemental way that does not shame parents who cannot or choose not to breastfeed.
  6. Ensuring teaching reflects UNICEF and NICE aligned public health messaging where applicable.

  1. Covering common breast conditions that may affect breastfeeding, such as engorgement, blocked ducts, mastitis and nipple trauma.
  2. Helping learners recognise early signs that a mother may need additional support or clinical assessment.
  3. Teaching practical, non-clinical support strategies within the educator’s scope of practice.
  4. Explaining when urgent referral may be required, including signs of infection, abscess or severe pain.
  5. Addressing the emotional impact of past painful or difficult breastfeeding experiences.
  6. Ensuring learners understand the limits of their role and do not diagnose or treat medical conditions unless appropriately qualified.

  1. Teaching reasons why a mother may express breast milk, including separation from baby, return to work, low birth weight babies or feeding difficulties.
  2. Covering hand expression and the use of manual or electric pumps in general terms.
  3. Explaining safe hygiene practices when expressing, handling and storing breast milk.
  4. Teaching appropriate labelling, storage, refrigeration, freezing and warming of expressed milk in line with current guidance.
  5. Discussing how expressed milk may be given to the baby, including cup, syringe, spoon or bottle where appropriate.
  6. Ensuring learners signpost to current NHS, UNICEF or local infant feeding guidance for precise storage times and clinical situations.

  1. Explaining that breast milk is a dynamic substance that changes over time according to the baby’s needs.
  2. Covering colostrum, transitional milk and mature milk.
  3. Teaching the presence of key components such as proteins, fats, carbohydrates, vitamins, minerals, enzymes and immune factors.
  4. Explaining how breast milk composition may vary during a feed, across the day and as the baby grows.
  5. Helping learners understand why breast milk is biologically suited to the human infant.
  6. Presenting scientific information in a way that is accessible to parents and appropriate to the level of the course.

  1. Teaching respectful, compassionate and non judgemental communication with parents and families.
  2. Developing active listening skills, including open questions, reflection and checking understanding.
  3. Supporting learners to discuss breastfeeding challenges without blame, pressure or assumptions.
  4. Covering inclusive language and sensitivity to cultural, personal and family circumstances.
  5. Teaching how to give evidence informed information while remaining within professional boundaries.
  6. Ensuring learners know when and how to signpost to midwives, health visitors, lactation consultants or specialist services.

  1. Exploring physical factors that may affect breastfeeding, including birth experience, maternal health, baby’s condition and medication.
  2. Covering emotional and psychological factors, including confidence, anxiety, trauma, support and previous feeding experiences.
  3. Discussing social factors such as family expectations, cultural norms, work, housing and access to support.
  4. Considering clinical factors such as prematurity, tongue-tie, jaundice, separation or admission to neonatal care.
  5. Teaching how birth interventions, pain, exhaustion or delayed skin to skin may influence breastfeeding initiation.
  6. Helping learners understand that breastfeeding outcomes are influenced by many factors and should not be framed as simply a matter of maternal effort.

  1. Explaining the additional feeding needs of low birth weight, premature or vulnerable babies.
  2. Covering the importance of early colostrum and breast milk where clinically appropriate.
  3. Teaching the potential role of expressing breast milk when direct breastfeeding is not yet established.
  4. Discussing responsive, developmentally appropriate feeding support for small or less vigorous babies.
  5. Ensuring learners understand the importance of urgent referral where there are concerns about feeding, weight gain, hydration or wellbeing.

  1. Teaching that breast milk contains immune supporting components that help protect the infant.
  2. Covering components such as antibodies, immune cells, enzymes and protective proteins at an appropriate course level.
  3. Explaining the importance of colostrum as an early concentrated source of immune support.
  4. Discussing the role of breast milk in supporting the baby’s developing gut and microbiome.
  5. Helping learners present immune benefits accurately without overstating claims or implying complete protection from illness.
  6. Linking immunological content to UNICEF and NICE-aligned breastfeeding education where applicable.

  1. Covering the importance of early skin to skin contact after birth where possible.
  2. Teaching how babies may show early feeding cues and move towards the breast.
  3. Explaining the value of early support with positioning and attachment.
  4. Discussing hand expression of colostrum where direct feeding is delayed or difficult.
  5. Exploring factors that may affect initiation, including caesarean birth, assisted birth, separation, prematurity or maternal exhaustion.
  6. Ensuring learners understand the need for timely referral if feeding is not established or if there are concerns about the baby’s wellbeing.

  1. Covering the importance of maternal rest, hydration, nutrition and recovery during breastfeeding.
  2. Teaching that breastfeeding mothers generally need practical support as well as information.
  3. Discussing common concerns around diet, fluids, caffeine, alcohol, medication and supplements within appropriate scope.
  4. Explaining when mothers should be referred for medical, nutritional or mental health support.
  5. Addressing the impact of pain, anaemia, infection, exhaustion or emotional distress on breastfeeding.
  6. Ensuring advice remains evidence informed and avoids unnecessary dietary restrictions unless clinically indicated.

  1. Explaining how milk supply is usually regulated by milk removal and demand.
  2. Teaching effective attachment, frequent feeding and responsive feeding.
  3. Covering common concerns about low supply, perceived low supply and oversupply.
  4. Explaining how expressing, supplementation, separation or scheduled feeds may affect supply.
  5. Helping learners recognise signs that the baby may not be getting enough milk

  1. Teaching that breast milk provides appropriate nutrition for babies in early life.
  2. Covering key nutrients including fats, carbohydrates, proteins, vitamins and minerals at an appropriate level.
  3. Explaining that breast milk changes to meet the baby’s developmental needs over time.
  4. Discussing how breast milk supports growth, energy needs and development.
  5. Helping learners understand the difference between nutritional content and immune or bioactive components.
  6. Ensuring information is presented accurately and sensitively, particularly where mixed feeding or formula feeding is also being discussed.

  1. Teaching the principles of comfortable, safe and effective positioning for breastfeeding.
  2. Covering common feeding positions such as cradle hold, cross cradle, rugby hold, laid back feeding and side lying.
  3. Explaining how positioning affects attachment, milk transfer and maternal comfort.
  4. Helping learners recognise signs of effective positioning, including baby alignment, close contact and supported posture.
  5. Discussing adaptations for caesarean recovery, twins, larger breasts, small babies or physical discomfort.
  6. Ensuring learners know when pain, poor transfer or ongoing difficulty requires referral for skilled breastfeeding support.

  1. Teaching the hormonal control of breastfeeding, including prolactin and oxytocin.
  2. Explaining milk production, let down reflex and the role of regular milk removal.
  3. Covering how breastfeeding is established in the early days and weeks after birth.
  4. Discussing feeding patterns, cluster feeding and changes as supply develops.
  5. Explaining how stress, pain, separation, ineffective attachment or infrequent feeding may affect breastfeeding physiology.
  6. Helping learners present breastfeeding physiology clearly, accurately and in a way that supports confidence rather than pressure.

  1. Teaching learners about the role of FEDANT as the regulator and professional register for appropriately qualified Antenatal Educators, Breastfeeding Counsellors, Doulas and Postnatal Practitioners.
  2. Explaining that graduation marks the beginning of professional practice, and that registration demonstrates a continuing commitment to professional standards, accountability and safe practice.
  3. Covering the benefits of professional registration, including recognition as a professionally registered practitioner and increased confidence for employers, commissioners and members of the public.
  4. Explaining how registration supports public protection through standards, professional expectations, accountability and ongoing compliance.
  5. Informing learners about access to professional support, guidance, regulatory updates, CPD opportunities and eligibility for professional indemnity insurance schemes available to registered practitioners.
  6. Teaching the practical process of applying for FEDANT registration, including required documentation after qualification and the importance of maintaining registration throughout professional practice.

  1. Covering lesson planning, learning outcomes and structured session delivery.
  2. Teaching how to adapt content for different learners, group sizes and learning needs.
  3. Developing facilitation skills, including discussion management, inclusivity and confidence building.
  4. Assessing students’ ability to teach safely, accurately and within professional boundaries.
  5. Covering the use of appropriate teaching resources, activities, reflection and learner feedback.
  6. Ensuring learners can deliver education in a way that is evidence informed, balanced, respectful and appropriate to their professional role.

 

Courses are mapped against UNICEF standards and NICE guidelines as applicable.

If you require assistance or have questions relating to course submission please contact the Education Committee Support Team

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