Ray is the manager of an out-of-school club. Both Ray and his staff are passionate about supporting children's natural play.
Ray is aware that he needs to upskill his staff in order to ensure that his club maintains the highest possible standards of quality play. This will also ensure the play environment meets the Ofsted requirements under the official daycare standards.
In order for Ray's workers to achieve a level 3 qualification they must be working in a play setting where their primary focus and responsibilities are to create and resource play spaces that support a child's right and need to play. They must also have responsibility for other staff, policies and procedures, including child protection and health and safety.
Ray's club provides a play environment that is underpinned by the assumptions and values of playwork and therefore supports child-directed, freely chosen play opportunities. Ray and his staff have identified several different routes to level 3 qualifications that build upon their current level 2 qualifications and experience.
Their staff appraisal system action plans have been developed to provide in-house staff development and mentoring to help to make the transition between the level 2 and level 3 qualification requirements. For example, the relevant staff have had the opportunity to share supervisory roles and responsibilities under the watchful eyes of Ray's qualified level 3 staff.
There are several routes for Ray's staff to gain their qualifications and their choices will depend on their preferred learning styles and work experience.
PLAYWORK NVQ LEVEL 3
The NVQ would enable Ray's staff to gain their qualification 'on the job', as the evidence to prove their competence can be demonstrated to an assessor in the workplace through observation.
The knowledge and understanding that underpins the competencies can be validated by the assessor through a question and answer format. A record of this, plus further evidence from colleagues, clients, trainers, work records or the candidates themselves, is collated together in a portfolio which will be independently verified.
For staff who don't care for paperwork, the NVQ is a good option, but it does require commitment. Participants usually achieve a level 3 NVQ in 12 to 18 months. NVQs are available through a number of awarding bodies such as CACHE, City & Guilds, and Edexcel.
CACHE DIPLOMA IN PLAYWORK
If Ray's staff prefer the more traditional methods of learning and decide that they would like to be in a learning group, they could undertake a taught course such as the CACHE Diploma in Playwork.
The CACHE Diploma is a course of 180 hours divided into three units of 60 hours, each with an end assignment. The course involves a substantial work placement. This would not be a problem as Ray's staff are all employed and are gaining on the job experience. Students are also required to undertake home study.
The course is delivered through CACHE study centres. These might be in a community training setting or a further education college.
ADVANCED APPRENTICESHIP IN ACTIVE LEISURE AND LEARNING
Any of Ray's staff who are aged under 24 could consider an advanced apprenticeship.
As playwork is a component of the Active Leisure and Learning Sector, the apprenticeship would offer Ray's younger staff a supported route to a level 3 playwork qualification. Apprenticeships are available to all, but are especially aimed at young people aged16 to 24. Funding is available through the Learning and Skills Council.
An apprenticeship is made up of a number of components which are set out in the apprenticeship framework. If any of the staff choose this route they will gain their NVQ at level 3 in playwork, key skills, a technical certificate and other industry skills. The details given here apply to apprenticeships in England. There are differences in the apprenticeship frameworks for the other countries in the UK.
LEVEL 3 CERTIFICATE IN WORK WITH CHILDREN
Widely known as 'the new APEL qualification', this certificate was developed in partnership with the early years sector, and is aimed at experienced staff who have already been working at level 3 for a few years.
The participants complete a 'slim portfolio', which involves answering questions about their understanding and knowledge of their work.
They would also need to provide evidence of work experience with written references. The qualification can be completed for either playwork or early years work, but not a mixture of the two.
TRANSITIONAL AWARDS: TRANSFERRING A LEVEL 3 AWARD IN CHILD CARE, LEARNING AND DEVELOPMENT (CCLD) TO PLAYWORK
One member of Ray's staff has an early years qualification at level 3. She has completed a lot of playwork training but doesn't hold a playwork qualification. An excellent option would be for her to complete a transitional award.
Practitioners need to be established and experienced, with a level 3 qualification in their original work sector.
The award consists of a 60-hour course with two units and two assignments which focus on the critical differences between the knowledge and skills that someone who already has a level 3 CCLD qualification can be expected to have, and the additional knowledge and skills required to be effective in a playwork setting. In addition, learners must observe practice in a playwork setting and reflect on what they observe in the context of what they have learned.
FAST TRACK - TRAINING PLAYWORK TRAINERS
For Ray and his staff who already hold a level 3 qualification, further professional development could be gained by passing on their knowledge and experience as playworkers by becoming trainers. The fast track project, which was piloted in the south east of England and is now rolling out across the country, would be an ideal option.
The fast track model starts with a short trainer qualification course. Ray and his experienced staff would need to complete the training course, assignments and also deliver an observed micro-teach (a mini lesson). As newly qualified trainers, they could then attend support workshops that cover useful areas like quality assurance. All participants are supported throughout the programme and are encouraged to become part of trainers'
networks.
Those who do not see themselves as trainers could train as playwork assessors, which would help their colleagues in the out-of-school club to gain qualifications. There is a shortage of playwork assessors at the moment so they are likely to get plenty of support from their local authority early years development and childcare partnership (EYDCP).
SKILLSACTIVE REGISTER OF TRAINERS
Once they have gained their qualification and have at least 30 hours'
experience of delivering training, Ray and his trainers and assessors could consider joining the SkillsActive Register of Trainers.
As one of the first successful applicants to join the register, Alison Brignull recalls, 'I joined for two reasons. Firstly because 4Children are very keen for all their trainers to sign up. I also wanted to ensure that what I was doing as a playworker was right.
'The application process seemed a little daunting to begin with, but when I thought about my experience I realised that it was OK and I had covered more than I thought. I think it's absolutely vital that playwork trainers have experience of playwork. You can't put across to people about children's emotional needs or working with parents unless you've done it, just reading something out of a book is not the same.
'Playworkers can make such a difference to children's lives, and I think you can't really explain it unless you've done it.'
If Ray and any of his staff were interested in joining the Register of Trainers, they would need to meet strict criteria, including being able to show recent substantial experience of working in a play setting.
Further information
* Register of trainers: contact Kiran Sahota at SkillsActive on 020 7632 2021, kiran.sahota@skillsactive.com
* Fast Track - Training Playwork Trainers: Contact Tony Delahoy on 01604 453812, tony@playwork.org.uk
* Assessors: visit www.playwork.org.uk
* CACHE:visit www.cache.org.uk or e-mail info@cache.org.uk
