The Good Care Guide is based on the ‘Trip Advisor’ concept which gives hotel guests the opportunity to rate and comment on their stay at hotels.  It is useful for prospective guests to view comments from previous guests in order that they can make an informed choice whether or not to book. For example, comments are made on a range of issues from the quality of food, cleanliness of their rooms to the calibre of the staff. However, recently Trip Advisor has had negative press, with some hoteliers complaining that their hotels have not been fairly rated and commented on. Hoteliers have stated that some of their reviews on their hotels have been of a malicious nature, which has had a detrimental impact on their business. On the other hand there are hoteliers who welcome the independent reviews from guests as a way of generating more business.

So, the question is do we need this Guide in our sector and will it increase the quality within our nurseries and help parents to make an informed choice about childcare?  Without a doubt there are some outstanding and first class nurseries within the maintained, private and voluntary sector. But there have been some very poor providers over the years who have been closed down by Ofsted or have been given notice to improve, so we can never be off guard. 

In our sector we have Ofsted making judgements on the quality of nurseries and the reports that they produce are already in the public domain. However, with inspections happening every three years or in some cases five years (a lot sooner of course if the nursery has been judged ‘ inadequate’ ) can we therefore say that this is a true reflection on where a nursery is at present in terms of what they provide for children in terms of teaching and learning and offering a caring nurturing environment? I am mindful that Ofsted are currently seeking the views from the sector on how they carry out early years inspections. Therefore, the above may be addressed; in addition they may provide a format for parents to share their views, similar to schools. But, will this be shared with the public?

Yes, nurseries have visits from their local authority who are able to comment on the quality of the nursery and support nurseries in raising the bar. However, these have been reduced nationally due to the current economic climate.

Some nurseries are now commissioning the services of an independent consultant like myself to carry out annual pre-inspection visits. These nurseries who book the pre-inspections value a ‘fresh pair of eyes’ and I do believe give parents the reassurance that a nursery has carefully thought about improving their nursery from many angles. Even if your setting is an outstanding nursery, an external critique could challenge you further in your journey of continuous improvement. In the Guide providers will also be able to promote their services, stating that they use an independent consultant to identify good practice and note areas that need improving. This will help to reassure parents and may help parents with their decision. When I have spoken to parents during a pre-inspection visit, they welcome that the owner has commissioned an independent consultant.

I also believe that nurseries benefit from completing a quality improvement scheme, where settings are able to be self-reflective in their practice and note and act on improvements. Ofsted in one of their annual report stated “Childcare providers who take part in quality assurance schemes are much more likely to be good or outstanding.”

Parents can currently make complaints to Ofsted about a provider and if it is serious they are investigated. If there is a breech in requirements the complaint is then made available online, and rightly so, as the principle of regulation is to safeguard children.

When I was an Ofsted early years inspector, I received complaints around contractual issues, holidays and payments. With this in mind, the question should be; does a contractual issue have an impact on the children that the nursery is caring for? The concern for me was if a nursery was always having complaints around contracts these could be masking other issues. I also investigated complaints around hygiene, staffing qualifications and serious safeguarding/child protection issues.

I do believe that the Good Care Guide should not be the deciding factor for a parent choosing a nursery. Parents should take a ‘jigsaw puzzle’ approach; for instance there are many pieces that need to be pulled together in making their decision; checking the Ofsted report, local reputation, speaking to other parents whose child attends the nursery, visiting the nursery and asking questions of the manager and staff.  More importantly, parents should take into account their own gut reaction and use their senses to pick up what the nursery actually feels like and do they think their child will be safe and cared for?

My view is that parents have the right to raise issues, in the first instance with the nursery and if they are serious enough then a complaint needs to be made. There is a difference between an issue and a complaint.

I also believe that some issues do become complaints. As an ex-Ofsted inspector, an independent consultant and an expert witness, I have investigated many complaints that started off as issues. I have come away feeling that if only the nursery had listened to the parent then we would not have got to this stage.

There are ways that nurseries can reduce the number of complaints and issues in their setting:

• Encourage parents to raise issues, better them to raise with you rather than in their local supermarket with other parents!
• Be sure to adhere to the EYFS guidance and requirements at ALL times
• Form positive relationships with parents
• Ensure that communication does not become an issue, be clear and transparent with parents
• Keep parents regularly updated with information that relates to their child, themselves and the nursery; via newsletters, e-communication and more importantly verbally
• Consider setting up a parents forum/association, for parents to discuss issues and indeed support the nursery
• Provide a welcoming atmosphere for parents, for example Kids Allowed make sure that their managers and staff at their nurseries personally welcome parents and children every day. See Jennie Johnson’s blog  http://kidsallowed.wordpress.com/2012/01/13/the-importance-of-a-warm-welcome/#entry  
• Feedback daily to parents about how their child’s day has been
• Make sure that there is a robust complaints policy and procedure in place and it is clear and easy to understand
• Make sure that staff and parents are aware of the complaints procedure and they are aware of the steps in the procedure
• Act on complaints as soon as possible (especially if relating to safeguarding/child protection) in line with your complaints procedure and the legal requirements of the EYFS and if need be share with relevant colleagues, such as Ofsted and LADO
• Have regular parent meetings and social events
• Have channels for parents to comment on the nursery via a questionnaire or survey and make sure to share the findings with parents and, if necessary, how you may action any of their issues and concerns
• Value the contribution that parents are able to make
• Deal with fees issues sensitively and confidentiality
• Be clear about your contracts with parents, how do you know that they understand your terms and conditions?
• Make sure the key person has a strong professional relationship with parents
• How does the key person communicate with parents, is there equality in the conversation, for example do they give parents the chance to have a say?
• Look at how you carry out showarounds to prospective parents, consider using ‘mystery parents’
• Encourage parents to log on to say positive things (extension of thank you cards) about your nursery and the care that their child receives.
• Develop a reflective approach: embed reflection into your practice,  complete your SEF, be part of a quality improvement scheme, book an independent pre-inspection/quality audit visit

The Good Care Guide is another platform for existing and prospective parents of nurseries to use. My only advice would be for parents to think about the other elements when making their decision about childcare.

For me, a nursery should have a real family feel. But, as with most families they can sometimes be disagreements!

For further information on pre-inspections and quality audit visits. Or if you are a parent and want information on how to choose quality childcare, please contact me: laura@childcareconsult.co.uk

Follow me on Twitter: www.twitter.com LauraChildcare

 Recently I was sent a link from my colleagues at Commercial Free Childhood. Please view this informative video from Dr Christakis: http://www.youtube.com/watch?v=BoT7qH_uVNo

In the video Dr Dimitri Christakis gives a frank overview on the impact that television has on children’s growing brains. This clip reminded me of a seminar talk that I was privileged to hear a few years ago by Professor Stuart Shanker, in Belfast, at the World Forum in Early Care and Education Bi-annual Conference. Professor Shanker talked in great length about the unnatural state that children are in when they are watching television. I found his key-note speech very interesting and thought provoking.

Nevertheless, writing this blog, I feel a tad hypocritical! Why? Because like the majority of the population I watch television. However, this is within my home and I can make the decision about what I watch whereas young children, at times, do not have an informed choice or they become accustomed to watching television as part of their daily routine.

This is why I feel that we should raise awareness on the amount of hours that children spend watching television; especially the under-fives and, crucially, the impact that this can have on their developing brains and behaviour.

On my travels I do see children watching TV in nurseries, albeit in a very small percentage of nurseries. When I question this, managers are often very quick to defend the use of television. The reasons given are as follows: ‘we are doing a topic on transport and we want to show children a variety of transportation’, ‘it is an educational programme’ and ‘we only have it on for the last hour of the day, when the majority of staff go home’.

No, no, no I say, we can show and read books to children on transport, visit train stations and take a ride on a train.  Regarding the end of the day- are we saying that the television is acting like a babysitter? If so, the senior management team need to look at the operational aspects of their day and how staff support children with their learning. It is much more exciting and fun to focus on children’s interests and plan and offer genuine learning that picks up on children’s unique development.

I, therefore, have come to the conclusion that television has no place in nurseries. Children watch too much television at home as it is – yes; we have no control over that. However, we can inform parents about the negative impact that television has on children’s brains and all round development and learning. We should also build on our discussions with parents about how children learn and develop, especially valuing how children do indeed learn through the many opportunities that play brings. Thereby, parents are then able to make an informed choice about the suitability of the television programmes and the amount that their child watches.

We can make our nurseries ‘television free’ and value how children learn through play, without the use of television. It is also important to monitor and track children when they are using ICT equipment, such as computers, for example do some children spend an unusual amount of time on the computer? A well planned early years environment should give children all of the learning and stimulation that they need in order for them to develop healthily with an inquisitive mind about themselves and the world that they live in. The early years practitioner’s role should be to use natural equipment and resources to promote and enrich children’s learning and development. In addition, making sure that every child is provided with an emotional and empowering environment inside and outside.

Commercial Free Childhood are also promoting a world wide Screen-Free Week 2012. Monday 30^th April – Sunday 6^th May 2012. For more information please log on to http://www.commercialfreechildhood.org/screenfreeweek/index.html

Follow me on twitter: www.twitter.com LauraChildcare

This year my twin sister and I are celebrating forty years in education – and what a journey it has been!

 I can trace my first work in early years back to the 1970s. Following the birth of my first son we joined the local playgroup in a church hall, and from that point I knew that all I wanted to do was work with children. In those days – before baby cafe, drop in sessions and mumsnet, the Pre-School Playgroup Association, as it was, played a crucial role as a social function for parents and children. Committee led pre schools were practically the only early years provision in our area, and I was pleased to join with other mums running the group in a voluntary capacity.

 Playgroups were very much a women-led movement, and our involvement was about having a sense of ownership and autonomy, with great emphasis on community development as well as play based learning for children. We became experts in fundraising, budgeting, free PR, and community engagement. In fact, just last week I found a press cutting of one of our sponsored pram pushes along the seafront in Cleethorpes from 1983.

 I remember that, at some point, I took over the running of the group and stayed for 12 years, with all three of my sons enjoying their pre-school years at the group with Mum.

 During this time I became chair of the local branch and spent a great deal of time at events and conferences around the country. The experiences of networking were very new to me and brought very real feelings of solidarity for a common purpose.   There was a great sense of camaraderie amongst members – feisty women taking to the stand and demanding more for early years!

 Many will remember the 70s and 80s saw a real growth in the number of women who were joining together to open playgroups in a variety of premises, in both rural and urban communities.  The early years movement grew, but had yet to be heard in political circles. 

 Obviously, this was long before Ofsted were involved. Instead, we had the ear of Under Fives Officers from the local authority who were there to provide advice support and guidance to raise the standards for children and families. Guidance rather than regulation was the approach.  They would drop in for a cuppa and offer advice and support – long before the bureaucracy that we now see, and the whole new language of welfare consultants, NEG funding forms and quality improvement audits!

 Some years later, I was approached by a private company to establish the district’s first workplace day nursery for children from birth. Certainly in our area, women were returning to work (increasingly full time) and there was a real shortage of services for young children. At this point, there was no help to establish a day nursery from the local authority.  It was go it alone.

 I also joined NDNA (National Day Nursery Association) in the late 80s (again started by a handful of passionate dedicated professionals) and continue to be a member to this day.

 Over the years there was inevitably a need for more and better trained staff and a variety of qualifications became available. I became part of an Independent NVQ centre, supported by the then Humberside County Council, when NVQs were in their infancy and delivered for the people they were intended for.  It was far less about bums on seats in a college and far more about accrediting knowledge gained in the workplace, so they were ideal for those playgroup staff who voluntarily gave up their time to work with children.  It was amazing to observe their confidence and self esteem grow.

 I worked for a nursery chain in the 90s, a decade which saw the advent of nursery vouchers, the first national childcare strategy and tax credits. It was at that point I decided it was time to put personal values into practice and set up our own nursery.

 In 2000 my sister and I opened our Montessori day nursery in a converted barn in a local village, driven by a philosophy for quality. The inspection regime had changed; no longer advice and support, but a regulatory inspection managed by the local authority. This process was difficult and many barriers were put in place.  But we were determined and opened our doors on 21^st April 2000. Within year one, we had a significant waiting list and to be honest, we’ve hardly had chance to draw breath. Since 2000, we have developed a second site, a primary school and training centre and continue to grow and develop.

 The change in the sector in the last forty years has been phenomenal and I never dreamed that the under fives would receive the political attention and scrutiny, as well as the investment, we now see. Whilst I still see many divisions and inconsistencies within the sector on policy, qualifications, group size and funding, we should not lose sight of progress made. I look forward to a day when we talk about ‘early childhood’ rather than ‘early education’ and ‘childcare’. 

 It’s a little overwhelming to consider the thousands of families we have worked with in the past forty years – a privilege certainly. And if I reflect on the laughter shared, the noses wiped, the lost wellies found, the play enjoyed and learning achieved, I feel very lucky that I love my life in early years.  

 For more information on Lincolnshire Montessori, please visit their website www.lincolnshiremontessori.co.uk and follow on www.twitter.com @LincsMont

 Over the years, Kids Allowed has tried all sorts to reduce the impact of smoking on children and non smoking colleagues.

 When we first opened, 8 years ago, we had a team garden for all colleagues and this doubled up as a smoking area for colleagues.

 Colleagues who had had a cig on their break had to spray perfume and use a mouth wash / spray to try and disguise the smell, but we all know this is totally ineffective.

 We moved to colleagues, in addition to the above, having to put on a jacket so that the smoke did not make their clothes smell – a little better but still not good enough.

 We then moved to a total change of clothes – this helped somewhat but the smell was still there in a colleague’s breath, hair, hands etc.

 We then also had non smoking colleagues complaining that their team garden was unpleasant and smelly (and it was) and also the smoke travelled in the air to the other gardens used by the children and, depending on the way the wind was blowing, sometimes came back in to the Centre through the open doors and windows.

 So the next step was to move the smoking area out of the team garden to a smoking shelter – but where to locate it? Let’s face it – no one wants the first impression of their nursery to be smokers huddled in a shelter.

 Finally, after grappling with the problem for years and making the smoking policy more and more extreme (change your clothes, walk to the smoking shelter – wash your hands, mouth etc), I tabled an agenda item for our operational board meeting, attended by all Managers and asked the question – how do they feel about me banning smoking all together – even on breaks?

 I was expecting a million reasons why not to but instead the Managers all agreed that something had to be done. They too were sick of the smell and the bottom line was that smoking and children just do not mix.

 It reminds me of the days when everyone went to the pub at lunch and had a few drinks! When I first started office work 20 years ago, this was the case and we all did it. Then the company I worked for brought in a ban on drinking at lunch time – and fair enough – we all performed better in the afternoon when it was brought in and now it is the norm.  I honestly believe this is where smoking and childcare will go over time and we hope that being one of the first to tackle the issue will set a standard for others to follow.

 So the first question is – is it legal? We checked and, yes, we can state that smokers, even on their own time over breaks during a shift at Kids Allowed, cannot smoke.

 So, we knew we were allowed to do it – next thing is getting the smokers “behind us”.

 We started a four month consultation and  worked up a new smoking policy – amendments were then made to the policy during the consultation to take into account the smokers’ views but the basic principal of “no smoking at all while in uniform or on shift – even on breaks” did not change.

 Even the smokers mostly recognised that passive smoking and children is a “real” issue and although it is hard on them, on the whole they understand and support what we are doing as it is in the interests of the children.

 We decided to time the ban in line with January 1^st (New Year’s Resolutions and all that) and have also supported the team with the purchase of the best quality “Electronic Cigarette Starter Kit” for all smokers that wanted them, at the company’s expense. Kids Allowed pays for all colleagues to have basic health cover and this includes a stress management hotline to support and help colleagues trying to quit smoking. To support this further, we also provided colleagues with useful information and web links provided by NHS on stopping smoking.

 We also reviewed our disciplinary policy and procedures and have made it clear that in addition to the consultation and notice period for the ban, it will also have “teeth” i.e. intentionally flouting the ban WILL lead to disciplinary action up to and including dismissal. Now we have taken the brave step, we have to see it through.

 I honestly hope we don’t need to make an example out of anyone as it would be such a shame but we will if we have to, otherwise it will not be taken seriously.

 In the last 4 months, we have also changed our recruitment process to make it clear what the expectations are regarding smoking for new colleagues so that anyone joining the company does so with their “eyes wide open”.

 We are only 2 days in but what we are doing seems to have peaked a lot of interest.

 Our parents have been very supportive overall. One parent, also a smoker, is “appalled” at what we are doing but we are never going to please everyone.

 It still amazes me when I see nursery nurses (not from Kids Allowed I might add!) walking around in their uniforms smoking and I am even more amazed at the commercial naivety of allowing smokers to congregate at the entrance of nurseries to have a smoke.

 So what are our motives for doing this? They are both commercial and health conscious. It is a commercially sound decision as it differentiates us and keeps our existing customers very happy and this all helps set us apart as a provider that is setting rather than following the standards.

 However, the overriding reason is that the health of the children we look after must come first and in the long run, it will also help the health of the colleagues that smoke.

 So do you feel brave? Start the consultation with the team now and let’s help childcare become a totally no smoking sector…

 Jennie Johnson

Chief Executive and Founder

Kids Allowed

Twitter:  @KA_Jennie

Website: www.kidsallowed.com

On a few occasions, I have had a brief conversation with his mum who looks very tired and unsure what to do. My thoughts are that he is tired and the crying is a reaction to seeing his mum and this is his way of communicating his feelings. (Note to self – add a section in my Supporting Transitions course, around preparing children for the handover to their parents at the end of the day.) In addition, I believe that he is picking up that his mum is tired.

I saw them again as I was walking to my car during the Christmas week and I noticed that he wasn’t crying. When I wished them both Happy Christmas, mum replied ‘I’ll not be working for one week and his nursery is shut. So we’ll have a well-deserved break!’ Oh, you should have seen the smile on this child’s face.

With this in mind, my thoughts then went to what I have always said about the importance of all early years’ settings closing between Christmas and New Year. As well as children having a break, staff need a break too.

There is also a strong business case for early years’ settings to be shut:

• Managing between five – three days of staff leave dates in one go
• No fuel or food expenses being incurred
• No organising staff rotas
• No decisions to be made on who will be working and the staff who are working feeling resentful because they have to work
• Staff and children come back refreshed as everyone has had a break!

I know there are some nurseries that state parents appreciate 52 week opening – which I am sure they do. However, we need to be supporting family time and communicating to parents that staff work very hard and with everyone having a break at the same time we all come back refreshed, with a spring in our step.

There are some nurseries who use the first day after the January bank holiday as a whole staff training day. I have always been an advocate for all staff training (inset days) days as it helps with staff bonding and the staff team hearing the same message. Having delivered many whole staff training days, especially on the first working day of January, I have observed how staff look refreshed, are ready to learn and do appreciate all having a break at the same time. Most importantly, they come back energised with the green light on go in full illumination.

Twitter: @LauraChildcare

Email: laura@childcareconsult.co.uk

“Our lives begin to end the day we become silent about things that matter.” Martin Luther King, Jr.

 I have been asked to produce my certificates for a provisional contract and as I looked through them I took a walk down memory lane.

One of my reflections was looking with pride at my Nursery Nursing Examination Board (NNEB) Nursery Nursing Certificate. How at the time completing and achieving this qualification meant so much to me! I still have the exam paper from 1989. If you would like a copy, please contact me.

I left school at 16 with hardly any qualifications. I was dyslexic and this condition was rarely picked up during the late seventies and early eighties. I always knew that I had a learning challenge; I only had this officially recognised six years ago.

When I left school I worked in a busy solicitors’ office, as a clerk typist, and enjoyed my time there, typing report after report- the skill in typing with great speed certainly came in handy again when I was an Ofsted Inspector!

 I loved the solicitors’ office and still keep in contact with a few of my work colleagues who have become great friends.  However I felt so unfulfilled and thinking was this what the rest of my working life would be like?

I remembered my work experience placement at school, Clare Gardens Day Nursery, North Kensington, where I had the most inspirational time working with 2-3 year olds. My supervisor at Clare Gardens, was called Sian Jones and much later in my career I  met up with her when we were both Ofsted Inspectors. I remember Sian being very dedicated in her job and knowing all the children she cared for. She even let me do a string painting activity with the children!

This memory helped me with my decision to apply to college to start my NNEB qualification. Thinking (because of my lack of qualifications) I would be shown the door, to my delight I was accepted onto the course to start in September 1987.

I embarked on my NNEB course at Paddington College, West London. My tutor was the remarkable and inspirational Val Jackson. Within our first week we watched the film, the ‘Colour Purple’. I remember going home and saying to my mum that we had watched a video. Somewhat shocked, she said, ‘You gave up a good job to go to college to watch videos!’ As my mother had been educated in St. Lucia, her view was that books are education whilst videos are not.

However, to me the Colour Purple links very closely to early years practice, separation and loss, family dynamics, abuse and social class.

Within our first lesson, I always remember Val explaining why we never call a child ‘naughty’ and why we should explain to children their behaviour and actions.

Val also introduced me to Piaget and one of my all time favourite books ‘Dibs in Search of Self, Personality Development in Play Therapy’, by Virgina M. Axline. Also, the wonderful biographies by Maya Angelou. Virginia M. Axline (Author)

 Another of the positive aspects of this course was the placements.  My first placement was a nursery class attached to a school, Wilberforce, in Paddington. Wilberforce is a school that is on the edge of Mozart Estate, a large social housing estate. The school plays a huge part in the community and the school’s namesake William Wilberforce would be proud of how this school integrates every child irrespective of their background.

I have so much to be grateful for to the team within this nursery class: Mrs Meg North, class teacher, Mrs Gloria Fletcher, Nursery Nurse and Jackie (can’t remember her surname). They took me under their wing and showed me everything I needed to know about how a nursery class operates. I was shown how to make paints, how to display children’s work and how to set up the classroom both inside and outside. Mrs North was quick to tell me if I did something wrong, in her loving way! Children attended either in the morning or in the afternoon. When it was a child’s birthday, they made a cake the day before and the child was allowed to choose what to include from raisins to coconuts. The next day they would ice the cake. Mrs North was always saying that she made sure that every child was made to feel special, irrespective of their home life, and their birthdays were a huge part of this. In fact we did a lot of cooking within this nursery class. Mrs Fletcher stated once, ‘Meg, I don’t know why those teachers in the school don’t cook with their children, as maths and science is all part of cooking!’

Mrs Fletcher trained after the war and always told me that nothing should be thrown away as children will always make use of it and so she entered the classroom every day with a bag of materials and resources from home! I must have made an impression on the team as I was included in their social events outside of work.  Whenever I am in a setting today, I ask myself what would Mrs North say about this setting?

Other placements included; working with a family as a nanny, working in a Special Educational Needs School and the world famous Great Ormond Street Children’s Hospital. My final placement was in a day nursery, St. Quintin Day Nursery, North Kensington. This nursery has been in the community for over 70 years and in fact my younger brother went there and he used to call it ‘Tibey-Tab’!  Heaven knows where he got that name from. The St. Quintin centre is now a Children’s Centre. Within this placement I worked with the babies and toddlers. My supervisor was Helen Stevens who I also met up with as an Ofsted Inspector.  Helen took her role as a supervisor very seriously and ensured that my practical work was achieved and even allowed me to plan the Chinese New Year and St Patrick’s Day celebrations.  She even organised for me to observe a health visitor completing a two year check. It was wonderful to go back to St. Quintin to do a mock inspection in 2006!

As well as the placements and the inspirational lessons, we also did cooking, sewing, computers, woodwork, drama, visited numerous places of interest and had talks from a range of inspirational professionals.

Another lecturer I should mention was Sylvia Donovan, a trained health visitor, who taught the child health aspects of the course. Admittedly, Sylvia and I did not always see eye to eye; I think my over enthusiasm and bags of energy were perceived as a tad bit annoying.  Sylvia and I became friends in the end and when she returned to health visiting she then became my health visitor!  They do say our nursery world is a very small world.  Unfortunately, Sylvia passed away a few years ago, but I do have fond memories of her sessions.

On my travels I often hear the comment that we need to bring back the NNEB and I would agree with this. But, we would need to evolve this qualification with up to date practice and a philosophical approach to how children learn and develop.

If, when carrying out consultancy work in a nursery, I observe inappropriate practice and feed this back to the manager, more than likely they will state, ‘Laura, that practitioner is level 3 trained and even though they come to me as a level 3, I have to re-train them.’ How sad is that? In no other profession would you have qualified individuals who are unsuitable because of the content of their training. Imagine a doctor, lawyer or teacher not being suitable for work due to being poorly trained? So why do we accept this in our sector?

For me the issues are the quality of the syllabus and content of the qualifications which do not fully prepare individuals for work with young children, especially in child development and theory; some individuals do not experience a quality placement and quality teaching and learning.  

We need to have a joined up approach and start with what do we want a level 2 or level 3 practitioner to do, to think, to know, to act? It is important that all the stakeholders involved communicate effectively to make sure that individuals have a quality learning experience.

I also strongly believe that we should look at the potential of the individual, as I certainly would not have been accepted onto a level 3 course now if I was tested on my then standard of English and maths at the time, due to my dyslexic tendencies. I recently heard an owner saying that she tests all applicants in English and maths at the interview stage prior to employing them and another owner saying that she asks applicants to write a short piece. This is good practice if gaps can be identified and the applicant is encouraged to take a functional skills course (perhaps in the evenings?)to get them up to a basic standard. However, I would rather employ an individual who is passionate and able to engage with children emotionally rather than focusing only on their literacy skills and mathematical ability. Is that the grammar police, disagreeing with me I hear? One nursery has a list of key early years terms written out to help practitioners who have a learning challenge. Also, individuals like me, whose handwriting and spelling has a lot to be desired, can be assisted with various forms of technology.  Also, some argue ‘But they have to write reports’ (computers can help with this) ‘and observe children’ (remember that observations are not meant to be a book but a short caption and more importantly identifying the child’s next steps in their learning). Likewise practitioners who have to write reports for parents and other professionals, should always have their work quality assured by another colleague, irrespective of whether or not they have a learning challenge.  You don’t need a degree in English language to do this, but an understanding of how a child learns and develops.  Would we ask an individual who has a physical disability to run around in the outside area as part of the recruitment process as they need to help children with their physical development? I think not.

The other discussion that I have had is that individuals who are not academic are signposted to work with children as an easy and safe option. On the one hand we should strongly discourage this approach; because this gives the perception that childcare is ‘easy work’.  On the other hand, I would say let us encourage some of these individuals as long as they are willing and able and show potential. As mentioned, with the correct help and support they can achieve their GCSE in English and maths or the equivalent functional skills exams.  

Learners should also experience a range of placements as I did during the old style NNEB. This would ascertain if indeed they are suitable to work across the age range of children and in different types of settings. The range of placements that I experienced challenged me and prepared me for working across the sector, in the variety of positions that I have been in since – from nursery manager to college lecturer.  How can you effectively assess an individual who has only been in one setting and assessed by one individual to determine if they are suitable to work with children?

In addition, we also had to do 60 observations on children as part of the qualification. This is always an opening topic when one meets another fellow NNEB. Oh, yes the 60 observations! It seems like a huge amount, but bear in mind that this was achieved over the two year course and one noticed the improvement in observation skills within this time frame. However, the observations had to be on children from across the age range, in different settings and of children of different abilities.  I loved doing observations, using the theory learnt in our sessions and linking this to the observations. One of the main reasons why some practitioners still do not grasp the fundamentals of the EYFS, is due to their lack of understanding of child development and observation skills.

The theory and practical balance that was in place during my training worked on many different levels. Having time to reflect and link the learning from the knowledgeable tutors into what we were experiencing in the different settings was invaluable.

We were assessed at every step of the way, by supervisors in the placements and different college staff. The grand finale was a multiple choice and standard exam papers.

I know that today we have more progression routes for individuals, for example foundation stage degrees and EYPS and there is an argument that the current initial qualification is suitable and individuals can progress over time. But we can’t say to children the practitioners who look after you are progressing in their careers and don’t worry as they will achieve their degree soon! So, we need to get the initial qualification right in order for individuals to progress onto the next steps in their learning journey, confidentially secure in their knowledge.

I do remember Val Jackson saying that after the NNEB, our learning does not stop and should continue. Over the years I have been on numerous training courses and achieved a variety of qualifications. This has only been possible because of my initial early years qualification, the NNEB, which gave me an enquiring mind and a love of learning.

There is a big but to this, and that is financial investment. We have been asked to contribute to the qualification review. I am hoping that in order to have a quality early years qualification we need sound financial investment. Now that there are cuts being made left, right and centre, we must ask what is the point of this review if we are not able to finance this?  After all it is the individuals who work with children who can make a huge difference in their early years.  

It is time for the sector to work towards devising an initial early years qualification that is fit for purpose and prepares individuals to connect and enhance children’s learning. Dare I say it, a qualification that is the envy of the world!

 Guest Blogger: Catherine Rushforth: National Consultant and trainer in Safeguarding and Child Protection.

  It is an exciting time in the early years’ sector. Key publications, point to us as those who will be instrumental in making the shift into new ways of working possible. Central to this change is way that we :

- recognise strong emotional attachment between very young children and their parents 

And

- intervene early where we see that this attachment is shaky, perhaps inconsistent or appears to be missing completely.

 In this blog I will run through why a strong attachment is so essential for children’s development, outline our professional role in assisting parents to build on this key relationship and make a call for all early years’ practitioners to upgrade their practice in this vitally important area.

 We know from rapid development in neuroscience that a baby’s brain development is directly effected by the quality of the attachment or bond between the baby and their parents. The most critical time for the growth of attachment is between the early stages of pregnancy through to 18 months. In my opinion this is why we should have our most well-informed competent, confident practitioners working within baby provision. These emotionally warm, sensitive practitioners are those best placed to help parents to strengthen and build on their relationship to their baby. They are also in a position to make early observations of the relationship, to pick up signs that the parents may not be as well ‘tuned into’ their baby as we would expect and to offer ‘early help’, as Professor Eileen Munro referred to in her review of child protection services.

 The link made in the quality of attachment between the baby and her parents and child protection might seem like a rather big and alarming leap. We know from extensive research however that the weaker the attachment, the greater likelihood of neglect or abuse towards the baby.

 On the other hand where we offer ‘early help’ the outcomes are extremely positive for the baby and their parents. On a practical level, this might include us :

actively assisting a socially isolated, lone parent who is low on self confidence to build a warm, responsive relationship with her baby

supporting parents to access their health visitor or GP where we believe the mum might be suffering post-natal depression

encouraging new dads to come along to Saturday morning music-making (or other activities) with their babies

arranging baby massage or baby yoga sessions for parents

putting on brief workshops to help promote social and early language skills

 It is essential to recognise that the early help that we offer to parents in assisting to build strong emotional attachment to their children is our professional responsibility and a key part of our early safeguarding work. Indeed failing to provide this ‘tuned in’, warm and nurturing encouragement to parents in my opinion amounts to a failure in our professional role.

 I strongly encourage you to upgrade your professional practice this November. Make it your ‘Baby Love’ month. Locate some key text on the importance of attachment. This might include some whole team reading; discussing it in this month’s practitioner meeting and agreeing how you will share it with parents. I recommend:

Early Intervention : The Next Steps – Graham Allen MP (Chapter 2)

The Key Person Approach – Jenny Lindon (Chapter 1) – Pre-School Books

Order a copy of Attachment in Practice CD – Siren Films

 Catherine Rushforth

‘Your partner for excellence in safeguarding children’

 Twitter: @SafeChildhoods

Website: www.catherinerushforthandassociates.co.uk

28^th October 2011

Clarity around individual roles and responsibilities is also key.

Within my accredited level 4 Leadership and Management course the managers complete this  task.

How is leadership distributed in your setting:

• Identify different key roles and responsibilities.
• Explain how these are shared effectively amongst the team?

 Delegate a task to a member of your team.

• Describe the process and implement it.
• Evaluate the effectiveness of your decision to do this.

 So, if you are micro-managing your staff and do not delegate, try this task and let me know how you get on?

For instance, I have a positive relationship with the staff in my local bank, but this is not a personal relationship. Indeed practitioners need to have a positive relationship with children in order for the relationship to be personal and meaningful. Time and time again, when carrying out my mock inspection visits, I observe practitioners having positive relationships with children, but not on a deeper personal level.  If done on a superficial basis and as part of the daily routine, the relationship is one where it is routine led rather than being led from the child’s own personal and emotional needs. During these visits, when I ask practitioners about their role as a key person they often talk about the practical aspects, writing observations, updating learning journals and being the first point of call for parents. They hardly ever discuss the personal relationships that they have and how they influence children. On the other hand, I have witnessed some outstanding examples of practitioners having personal relationships with children and not being aware of the secure relationships that they are building with them.

I have heard colleagues in the sector say that practitioners should not have ‘personal relationships’ with the children that they care for, as the only individuals children should have a personal relationship with are their parents. I think this is wrong and as with most terms that we use in our sector, it is all down to interpretation.  Clarification is needed before misinterpretation comes into effect. We only have to look at the EYFS for misinterpretations…..that is another blog for another day!

Also, some practitioners think that they do not want to upset parents by getting too close to their child; they may have concerns over safeguarding issues, practitioners favouring/bonding inappropriately etc… Touch is one of the most important senses and when children are touched appropriately and meaningfully, this can help to stimulate a child’s emotional well-being, igniting their learning and development to an optimum level. One of my non-early years friends said to me the other day ‘Laura, is it true that nursery staff are not allowed to cuddle children as a result of the nursery in Plymouth?’ So, there is a perception that physical contact does not happen and when it does it is the minimum.

Do we need to cuddle children in order to have a personal relationship with them? Yes, if it is done in a way that is not overbearing or disrespectful to the child. Some say it is the child who should ask for a cuddle. Just imagine the child who has not developed speech yet or who will never develop speech, uses English as an additional language or who has delayed speech. How does this child ‘ask’ for a cuddle?   

Children flourish when they feel emotionally secure with practitioners but they do know when the relationship is just done for routine’s sake or, on the odd (but unacceptable) occasion, when the practitioner behaves in a negative way towards them.   

I remember my 17 year old son, when he first started school at the age of four. He came home saying on a number of occasions, ‘There is a really mean lady who only works at lunch time, she never smiles, takes our footballs and always tells us off.’ Fast forward to Christmas…. ‘Mum, we had Christmas lunch today and you know the mean lady, well, she didn’t even smile during the Christmas lunch!’  Was it the way the turkey was cooked or the joke in the Christmas cracker? This is not even a positive relationship. I know that practitioners are not meant to be prancing around like clowns or behaving like a children’s television presenter, but come on.

Does a practitioner, with a happy disposition, promote secure personal relationships with the children that s/he cares for? I say yes! Mary Portas, in her television programme ‘Mary Queen of Frocks,’ discussed recruiting staff for her new project and she stated “First and foremost they have to be happy and care about what they do.” I wholeheartedly agree with this. Yes, practitioners need to know about how children learn and develop but, crucially, their disposition needs to be one that enhances a child’s emotional well-being.  I have seen a certain number of practitioners who have the fire in their belly and really know how to build rapport with children because of their happy disposition. The practitioner who is happy to be at work and care about what they do is the practitioner whose disposition will have a positive influence on children’s personal, social and emotional development.

I believe that we need to concentrate more on personal attachments between practitioners and children. Discussing how do they personally connect and interact with the children that they care for? What do we really mean by the key person approach in practice? This needs to start when we are training individuals who come into the sector. The syllabus needs to have a strong emphasis on relationships and the covering of theory, in order that the qualification prepares individuals to form personal relationships with children. In addition, provide more professional development for practitioners; topics to cover should include defining personal relationships between practitioners and children and unpicking the key person approach in attachment theory.

Research tells us there are a few parents who have issues with forming secure loving relationships and attachments with their children; there are a multitude of reasons for this. With this in mind, surely there are some practitioners who have the same issues as parents with relationships and attachments to the children that they care for? That is why it is imperative for all of us in the sector to analyse honestly and openly about ‘personal relationships’ and the emotional maturity and intelligence of practitioners who care for children.

Thus, if we concentrate more on the personal relationships between practitioner and child, we will have more children who are emotionally grounded.

 Laura Henry ©

• With this in mind I would like to share my initial thoughts on my experience and how you could improve your staff awareness in handling telephone queries from prospective parents:
• Answer the phone so that the caller can hear the smile in your voice. Do not answer the phone as if the world is coming to the end in five minutes.
•        Say ‘xxxxx nursery, Barack speaking, how can I help you……’ don’t say ‘Ello, or Eh’.
•  Make sure that the member of staff has a pen and note pad to hand or, more importantly, an initial enquiry form (please contact me if you would like a copy of an initial enquiry form – laura@childcareconsult.co.uk
•  Crucially – make sure that they understand the fee structure. I kid you not; one owner was unaware what the fees were, as the admin person was off sick. One member of staff even stated ‘I know, our fees are very complicated to understand’. Do not sign post the parent to the website for the fees; they called you to speak to you.
•  Alternatively, have a simple fee structure so that everyone can understand.
•  Be honest, stating that Ofsted only give out a satisfactory for the first inspection and then it will take two more inspections to gain an outstanding! Otherwise it is not the truth and does not treat parents with the respect they deserve.
•  Again, be truthful about the services that you do provide and the positive impact that this will have on their child’s learning and development.
•  Many nurseries’ details were wrongly listed on the information from Family Information Service (FIS). e.g incorrect telephone number and opening hours. In addition, some nurseries are clearly not identifying what their USP (unique selling point) is. When was the last time you checked with the FIS that your details were correct?
•  Some websites stating incorrect, little and/or irrelevant information.
•  Be sure to answer the telephone promptly or if a message is left on the answer machine, return the call ASAP, not two days after the message was left. Timing is crucial if you want to secure the place.
•  Make sure you know what days you have vacancies on. If no vacancies be sure to state that you do have a waiting list and be realistic about this.
•  Be prepared if the parent asks you any questions relating to an additional need and/or disability that their child may have and how you would accommodate this.
•  Remember not to waffle on. Basic rule – we have two ears and one mouth and use in that order!
•  Listen to the parent and their child’s needs and try to keep what you offer to the minimum, to ensure that at least the parent arranges a visit.

The start of building positive relationships and building rapport with parents starts at the initial telephone call.

 Laura Henry©