Safeguarding and welfare requirements, Part 3: Fostering openness

While outstanding early years settings differ in terms of their style and approach, one of the key features they share is a sense of mutual support among the staff, teamwork and a commitment to continuous improvement.

The importance of creating a culture of shared support, trust and openness among practitioners is highlighted in the framework for the revised EYFS which says providers must put in place appropriate arrangements for the supervision of staff who have contact with children and families.

It goes on to spell out exactly what is meant by effective supervision (see box below.) Providers cannot just produce a worthy sounding mission statement and sit back - they have to put it into practice.

So how do you foster a culture of teamwork and mutual support? According to Laura Henry, managing director of the Childcare Consultancy, 'You create this culture right from the start. From the recruitment process there has to be total clarity so the prospective employee knows the setting takes CPD seriously, knows staff will be supported and knows what is expected of them. When a prospective employee does a half-day or full-day trial, they can see what they have been told in the recruitment pack and what they have heard at the interview is put into practice: staff have to be clear about their roles and duties but also work as a team. The ethos of teamworking is not just written on paper but is there for all to see.'

Ms Henry believes this is initiated by management in the way they are open and transparent with their staff and the way they share good practice and communicate with them.

'You can see when you go into a nursery, whether it is a 20-place or a 150-place setting, whether the staff have the sort of attitude that "we are all in this together" and we are working co-operatively together,' says Ms Henry.

RIGOROUS INDUCTION

The induction process at Oakwood House Nursery, Huddersfield, which is part of the Portland Nurseries group, provides newcomers with the opportunity to meet their colleagues, undertake tasks in each area of the nursery as well as ensuring they are well versed in the procedures necessary to safeguard the children.

'We have a first day induction checklist of the things we go through with a new member of staff before they go onto the floor,' says manager Samantha Richmond. 'We assign them a mentor and give them an induction booklet which has tasks in it that they have to complete and get signed by their mentor or room senior.

'On the very first day we cover information about the nursery and our background, who we are, our mission statement, health and safety, fire evacuation and first aid. We cover hygiene procedures and talk about child safety, accident reports, allergies and go through the medication policy and, as we are a forest school, we talk about poisonous plants.'

She adds, 'We talk about safeguarding and go through the policies and procedures they will have to read on that first day - medication, child protection, safeguarding, equality and inclusion, anti-discriminatory practice, behaviour management and whistle blowing.'

KNOWING WHAT LIES AHEAD

The induction booklet lists tasks around the setting which the newcomer has to undertake (usually three times) under the observation of their mentor or room senior and they are only signed off when they have reached the desired level of competence.

The safety and security tasks include:

•  sign in a visitor
• risk assess a room
•  risk assess an outing
• 'open'/'close' a room
• complete an incident log
• complete an accident log
• move a bulky piece of equipmen
• complete a fire drill and fire register
• store  medication
• administer medication
• complete a daily outdoor check.

To give new staff an overview of the whole setting there are tasks in each room so someone employed in the pre-school will still have to undertake tasks in the baby room including making up and giving a baby a bottle.

'The induction booklets are really good,' says Ms Richmond. 'We are a newish nursery and we developed them as we had a lot of new staff joining. It shows people exactly what is expected of them and links directly to the job description. They know from day one what lies ahead.'

She admits, 'There is a lot to take in on the first day but this way we have given them the information, so if something arises they know where to look.'

She adds, 'We talk about staff development and give them the staff handbook. In a newcomer's first three days they will undergo three peer observations.'

They also have an annual appraisal scheme and are reviewed on a monthly basis by their room senior. 'We foster an atmosphere of openness so staff know they can raise concerns with their room senior and if there are tensions there with me or the deputy, they know about the whistle-blowing policy.'

Ms Henry corroborates that it is important to create an atmosphere where staff feel confident they can raise sensitive issues.

'The onus lies on the manager to ensure there is no gossiping,' she says. 'Gossip can so easily sway towards bullying. A manager must not repeat anything told in confidence by a staff member and must not gossip about staff. The manager is a role model and if the staff can see he or she is behaving unprofessionally they are going to do the same.'

Further information

Statutory Framework for the Early Years Foundation Stage:

www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/ early-years-faoundation-stage-eyfs

KEY SAFEGUARDING AND WELFARE REQUIREMENTS FOR STAFF QUALIFICATIONS, TRAINING, SUPPORT AND SKILLS

• Providers must ensure that induction training for all staff covers emergency evacuation procedures, safeguarding, child protection, the provider's equality policy, and health and safety issues.

• Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive issues.

• In group settings, the manager must hold at least a full and relevant Level 3 qualification and at least half of all other staff must hold at least a full and relevant Level 2 qualification.

• Childminders must complete a local authority-approved training course which helps them understand and implement the EYFS before registering with Ofsted.

•  At least one person who has a current paediatric first aid certificate must be on the premises at all times when children are present, and must accompany them on outings. First aid training must be local authority approved and be relevant for young children.

• Providers must ensure that staff have sufficient understanding and use of English to ensure the well-being of children in their care. For example, settings must be in a position to keep records in English, liaise with other agencies in English, summon emergency help, and understand instructions for the safety of medicines or food hygiene

The final part of this series will cover safety and suitability of premises in the 6 August issue.