Qualifications: NVQ 2/3 in Children's Care, Learning and Development and Playwork
Organisation: Priority area playgroups, Birmingham
I have worked for the organisation for 36 years - 30 of those as a home visitor, visiting eight families for one hour each week. Referrals are made by health visitors and other professionals. Visits continue as long as there is a need or until the child moves on to another setting. The service offered is unique and welcomed by agencies and families alike. We often have access to the families where statutory bodies have been refused.
As a home visitor I take play into the home of pre-school children with extra needs. We support the families by signposting to other services as well as offering play to assist the child's development.
8.30am: I check that toys and paperwork needed for the day is ready, and then travel from home, which is my base, to my area.
9.15am: First visit of the day. I take in a good selection of toys suitable for this child (usually a holdall-full). I am always welcomed by mother and child, who have eagerly been watching at the window for my car to arrive. I spread out my playmat and the child rushes to the toy bag to choose an activity. The parent discusses any concerns she may have regarding the child or family issues. The session comes to a close with 'tidy up time' and songs and stories. The child does not want it to end! With lots of promises to call again next week, we part on a happy note.
10.15am: Exit visit. Write up notes for file and clean any toys that will be needed for another family this day.
10.30am: Second visit of the day is an introductory one with a new family. Having familiarised myself with the referral details and made this appointment with the family, I take in the paperwork to be completed, including the registration form and parental agreement to visits. Any queries that the family has with regard to the service are answered.
11.45am: I write up my notes again and head out to my next visit. In a typical day I would make a further two home visits at around 12.30pm and 1pm.
2pm: I return home and complete any records or paperwork needed. I open the post, which is mostly referrals and other agency updates, and prioritise the actions required. Other jobs include contacting agencies as required, cleaning toys and planning and preparing for the next day.
Interspersed with the above, I attend weekly team and agency meetings, along with CAF and core group meetings and training.
No two days or even two visits are alike. The family may be in the middle of a crisis when I arrive and I will try to assist where possible, even if it is only to lend a listening ear. Often there is extended family visiting whom a child will be eager to introduce to us. On festival days we are included in their celebrations and offered a variety of foods.
Home visitng - what it takes
Home visiting requires sensitivity to the needs of the whole family, not just the child. To understand the challenges faced by families of children with specific needs requires knowledge and experience at a number of levels. Knowledge of current child play, learning and development practices and understanding the importance of different relationships and how they influence a child's learning and development, is vital. A good level of underpinning training in these areas is important.
Engaging with children and families experiencing very pressured circumstances requires the ability to communicate well. It takes empathy and objectivity, as well as an ability to keenly observe the changing and developing needs of the child within the home setting. Home visitors need to know how support can be offered to enable the child and family to access and extend opportunities.
Working in liaison with other professionals, also involved with the child and family, requires knowledge and respect for different professional areas - for example, knowing what information is necessary to share with the health visitor or social worker, and how to professionally do so. The ability to manage a personal workload away from 'the office' requires a mature attitude and organised working practice.
Understanding the importance of play to all children, whatever their stage of development, or ability, is a foundation of this role.
A minimum Level 3 qualification in children's care, learning and development, and additionally playwork, is required, along with regularly udated training in areas such as CAF, child protection, health and safety, special educational needs, disabilities and diversity, which are all necessary to ongoing professional development. Actively attending joint planning and review meetings with the relevant agencies involved with the child and family, is again a major component to the role, and also contributes towards overall continuing professional development.
Other roles that have close associations to this work could be family support worker in a children's centre, health visitor's assistant, or community nursery nurse.
All of these require a minimum Level 3 qualification in children's care, learning and development.
By Tina Jefferies, workforce development specialist for Red Space, www.redspace company.com
