Work Matters: Leadership and Management Self-Evaluation: Part 2 - Reflecting on the art of delegation

Leadership and Management: Self-evaluation for Early Years Settings is a brand-new Level 4 accredited course pioneered by Cheshire East EYFS Team in partnership with the Childcare Consultancy.

Last month we launched the course and in the first of the four training sessions, I wanted delegates to understand the importance of leadership and what this means in practice in their setting.

Leadership is a concept that needs to be discussed and debated; we need to explore how it is relevant to us in our early years world and how leaders can use their skills to their advantage when it comes to narrowing the gap for children in their setting.

It was refreshing, as a facilitator, to see that the group was excited and motivated for the two days of intensive work ahead of us. One positive of this course is having the local authority pedagogues take part in the sessions. This is very beneficial for their work in carrying out setting visits and being able to link theory to practice. Also, the delegates and pedagogues are essentially learning together and are able to have a common goal for improving quality within settings. The pedagogues and delegates were in a position to learn from each other and contribute equally to the sessions.

GREAT EXPECTATIONS

The first task was to look at the art of delegation. We discussed why we delegate and why we don't delegate. We concluded that delegation can empower staff and help them to feel valued as practitioners.

Day two focused on self-evaluation, exploring the principle as a framework rather than focusing on the filling out of the self-evaluation form. I shared a set of coloured coded jigsaw pieces that I devised from the National Strategies Early Years Quality Improvement Support Programme, to highlight what quality looks like and its key elements in provision. The delegates were able to relate the statements to their setting - for example, 'Do you have high expectations for all children to achieve well?' and identify good practice. Individual groups had a lively discussion around how their individual settings do this, relating the statements to the EYFS.

The second task was for delegates to look at their setting's ethos and how this is the foundation of how they view the quality of their provision.

ACQUIRING SELF-KNOWLEDGE

Melanie Jenkins, pedagogue for Cheshire East and co-ordinator of the course, reports that expectations for the course were high.

'Day one saw a buzz of anticipation from the delegates, who were clearly eager to see what the day would bring,' she says. 'During the opening activity a lively discussion arose around the leadership qualities of a diverse group of celebrities, ranging from Nelson Mandela to Marge Simpson! Having broken the ice, participants explored the differences between the roles of managers and leaders and considered issues such as the need to maintain a professional distance and to utilise the strengths of individual team members.'

The fundamental importance of managers having good self-knowledge was emphasised. Ms Jenkins says, 'We discussed the many different management roles and responsibilities they experience on a daily basis before examining different leadership styles. Much debate ensued on the benefits of delegation to free up managers to be more strategic and enable staff to develop.

'While some participants appreciated the benefits of delegation, others were more receptive once they understood the positive aspects for themselves and their team. Choosing an area to delegate in future will be a useful reflective task!'

Managers were eager to learn from each other and share their knowledge and experience. During a discussion on effective time management, participants shared top tips, such as having set times in the day for uninterrupted working rather than being constantly reactive. Participants were able to relate key management principles such as 'the team cycle' to their own experience.

Day two focused on the question: Self-evaluation: friend or foe? Managers were encouraged to see it as a positive way of evidencing their setting's journey towards quality.

Ms Jenkins says, 'Before embarking on the self-evaluation form, managers had been asked to revisit their setting's ethos and its impact on children, and to reflect on what quality means to them. Participants found it useful to discuss how their provision supports the Every Child Matters outcomes and to use questions from the QISP Circle of Quality to evaluate their current practice.'

The importance of involving all stakeholders in the self-evaluation process was emphasised, and practical suggestions included giving children cameras to record areas of the setting they like or dislike. Participants commented that they had gained an understanding of the purpose and content of the self-evaluation form.

Prior to the next session, link pedagogues will make their initial visits to settings. Working alongside managers, we will provide practical support with the SEF documentation, identifying strengths and areas for development that might enhance an aspect of the environment or enhance partnership working, for example. This information will be used to support managers to formulate action plans, which will have a real impact on outcomes for children.

- The concluding Part 3, published in Nursery World 28 January 2010, will focus on setting visits and report on improvements that have been made.

Laura Henry is managing director, Childcare Consultancy, at info@childcareconsult.co.uk or 0208 689 7733

DELEGATE'S VIEW

- Samantha Higgins, Early Years Professional and supervisor at Alderley Edge Pre-school, Cheshire

'Leaders and managers certainly seem to come in all shapes and sizes and it was good to consider different approaches, but good time management and effective delegation seemed to be somewhere to start.

'My first task/assignment has prompted me to reflect on the roles of the staff in the setting. For example, do they have a clear understanding of what their role is? And do all these roles piece together to create an effective team?

'In order to make the best use of time, I have started a tracking exercise on myself to establish when I am able to work to greatest effect. From this I can then develop a personal timetable to ensure that I use my time on the important tasks, rather than those timeconsuming trivial details.

'I have begun to identify which jobs can be delegated and consider who has the skills and strengths to complete them well. Realising that it is the outcome of the task that is important, rather than the route taken, I now find it much easier to leave colleagues to get on with things, rather than interfering or peering over their shoulder.

'After spending our second day working on how we deliver quality in our settings, I have moved on from thinking that completing the self-evaluation form is a time-consuming nuisance for the manager, but more an opportunity for the whole setting to work together and share what we are trying to achieve, and that this requires input from all the staff, children and the families.

'I have now begun introducing ways of recording children's views on our provision through the use of digital photography and simple circle games, and have planned an open evening for parents and families. From this consultation I hope to be able to re-establish what it is that parents really want from their setting, rather than what I think they should have, and to enable me to help the setting redefine its ethos into something more meaningful for the children here and their learning and development, which should just about cover the second task.'

QUALITY IMPROVEMENT

- Quality Improvement Principle,The National Quality Improvement Network Companion Guide National Children's Bureau - www.nationalchildrensbureau.org.uk/qualityimprovement

- Early Years Quality Improvement Support Programme (EYQISP, Progress matters - reviewing and enhancing young children's development National Strategies - www.nationalstrategies.standards.dcsf.gov.uk

- Early Years Foundation Stage Teachernet - www.teachernet.gov.uk/publications

- Leadership Skills in the Early Years - Making a Difference, June O'Sullivan, London Network Continuum, £19.99, www.continuumbooks.com