Recruitment: Part 3 - How to interview

Fairness, transparency and giving everyone an equal chance: these are the key watchwords to keep in mind when planning an interview. Suja Chacko, human resources expert, adds it is important to be aware of equality legislation at all stages of the recruitment process, including interviewing.

'Interviewers need to be aware of the duty to make reasonable adjustments if an applicant has disclosed a disability,' she says.

The interview process should ideally contain three parts: test, task and the actual face-to-face questions of the interview, which need to link to the person specification.

Test

Prepare for the interview day and set a test to ascertain the applicant's numeracy and literacy skills and functional skill level (in case you may need to offer extra support if indeed you go on to employ the applicant.) The test should be matched to the position; for instance, is the post for an assistant or manager? You can then skill the test up or down accordingly.

Task

This could be asking the applicant to prepare and present at interview. A task on his or her understanding of child development or promotion of literacy could be linked to your setting's values and philosophical curriculum. Or the task could be to describe how to support a child with a communication issue or how to work with parents.

Other ideas could be how to improve on the outdoor area, or how lunchtimes can be enhanced and linked to effective teaching and learning. There is no way of knowing if the candidate has prepared the task themselves, but your questions during the face-to-face interview should determine if he or she meets the person specification that you are looking at.

Setting the scene for the interview

• Ensure that the whole staff team is aware that interviewing is taking place and which room you are using. Make arrangements to ensure that you are not interrupted.
• Make sure that the candidate is greeted warmly and that you convey a positive ethos during the welcome. Many applicants state that they were not greeted appropriately at the start of the interview and this made alarm bells ring as to the organisational behaviour and culture of the setting.
• Offer refreshments and have a glass of water available for the applicant.
• Make sure that you have everything to hand - job description, person specification, application form and company literature.

Face-to-face questions

The questions need to be linked directly to the person specification to determine if the applicant has the skill, knowledge and expertise for the position.

It is advisable to ask again at the interview (even though it was asked on the application form) for the applicant to state if they have any convictions or cautions, and to reaffirm to the applicant your commitment to safeguarding children, in line with legislation and guidance.

The questions that you set for the interview should be 'value-based'. One of the recommendations in the serious case review into the Vanessa George child abuse scandal was: 'All those working within early years settings as well as those responsible for support and inspection must be mindful of the need for organisations to operate safer recruitment procedures, including value-based interviewing.'

Value-based questions allow applicants to give examples of behaviour in their past and current roles that show their values in practice. The questions should be designed for applicants who may have never been employed, for a newly-qualified applicant, and for more experienced staff.

Approach

Examples of value-based questions are:

• 'Can you give an example of when you had to discuss something that was important to you or to a child, parent or colleague?'
• 'Can you tell me of a situation where you had to show sensitivity to a child? How did this make you feel? How do you think this impacted on the child's emotional development?'

In terms of safeguarding children, parents and colleagues, it is imperative you ask questions that link to safeguarding. These should also be value-based questions.

Safeguarding questions should discern a candidate's knowledge of the signs of abuse and neglect, and what he or she would do if concerned about a colleague's behaviour, confidentiality or professional standards. You may also wish to find out which procedures they are aware of, especially whistle-blowing procedures and the role of professionals and agencies such as Ofsted and children's services.

In line with the Equality Act and in very limited circumstances, you may ask questions about health or disability. You must take care to do this sensitively. At the interview, you may ask questions to determine if someone will be able to carry out a task that is intrinsic to the role they are applying for. It may be possible there are adjustments that help the individual carry out that task. You must not ask general questions about someone's sickness absence record or ask intrusive questions about someone's medical condition or disability.

Panel members should make notes on the answers that applicants have given. Ms Chacko says, 'Good records can help justify decisions in case of employment tribunal claims and can show there was a good system in place.'

Also ask to see original qualification certificates linked to the person specification, plus identification checks and evidence of the right to live and work in the UK. Clarify any gaps in employment or anything that you may have highlighted during the shortlisting process.

Trial

In addition to the interview, some settings now stipulate a one-day trial as part of the recruitment process. The applicant may spend a whole day or core day in the setting working alongside the staff. The applicant may also be given an additional task such as setting up an activity or completing an observation.

The applicant's peers may also comment on the applicant's skills and knowledge during the trial. And importantly, the trial day gives the applicant the opportunity to decide if the setting's practice links to their values, practice and standards.

Laura Henry is managing director of Laura Henry Consultancy, laura@laurahenryconsultancy.com

Further information

Advisory, Conciliation and Arbitration Service (ACAS), www.acas.org.uk

Employment Rights Act 1996, Equality Act 2010 and Safeguarding Vulnerable Groups Act 2006, www.legislation.gov.uk

Disclosure and Barring Service, www.gov.uk

Offender Rehabilitation Order 2014, www.legislation.gov.uk/ukpga/2014/11/contents/enacted

Suja Chacko, www.strategiclinks.co.uk

Vanessa George Serious Case Review, www.plymouth.gov.uk/serious_case_review_nursery_z.pdf

CASE STUDY: THE CO-OPERATIVE CHILDCARE

Sarah Rotundo-Ferguson, head of nurseries, The Co-operative Childcare

'When interviewing, it is vital that the candidate has a real opportunity to find out about The Co-operative Childcare, the nursery and the team, as well as allowing the recruiting manager to assess the candidate's suitability.

'When the candidate arrives, they are warmly welcomed and the interview process, as outlined in the invite letter, is introduced. There are a number of stages to the process: checking documentation for the right to work, DBS checks, checking qualifications are full and valid, literacy, numeracy and practical assessments, and the interview itself.

'Literacy and/or numeracy assessments are completed with candidates who do not have GCSE maths and/or English at a Grade C or above. Those who do not meet the pass mark during the assessment will have a number of available options, including support to achieve their GCSE within a defined period.

'The practical assessment is observed by a room leader, who will evaluate the candidate's ability to participate in play. The candidate will be assessed on showing support for children's learning, interacting appropriately, instigating a learning experience, and giving children time to talk and think and communicate effectively with team members.

'The interview is competency-based and the candidates are scored on knowledge of various areas such as safeguarding, the EYFS, customer focus and teamwork.

'To ensure consistency and high standards, we have pre-determined interview questions for every role with pre-determined pass marks and scoring guidance for both the interview and practical assessment. There are certain roles, including nursery and area manager roles, where a full assessment is integrated into the process.'