3.3

Supervision in Early Years

Safeguarding and Welfare Requirement: Suitable People


At least one person who has a current paediatric first aid certificate is on the premises at all times when children are present, and must accompany children on outings.


Health  - The provider must ensure there is a first aid box accessible at all times with appropriate content for use with children.  Providers must keep a written record of accidents or injuries and first aid treatment

Statement of Intent


Effective Supervision supports the staff to reflect critically on the impact of their decisions on the child and their family. Staff working with vulnerable children will always have access to the supervisor to talk through their concerns and judgements affecting the welfare of the child.

All staff working in Early Years have a responsibility to safeguard the children in their care. Staff can only achieve this effectively if they:


  • are clear about what is expected of them

  • have the skills, knowledge, behaviours, values and attitudes to carry out their role

  • are fully supported in their role and managed effectively


Supervision is one of the ways in which this can be achieved.

Aim


To give all staff the opportunity to have a confidential discussion with the supervisor and offers opportunity to reflect on the impact of the work upon them and prevent issues adversely affecting them and their work.

Supervision is best described as ‘an accountable process which supports, assures and develops the knowledge, skills and values of an individual, group or team’ (taken from ‘Providing Effective Supervision’ – Skills for care / CWDC 2007)


Methods


The main functions of supervision are:

  1. Management

  2. Learning and development

  3. Support


Management


This function includes discussions about:

  • The supervisee’s work plan and priorities, including current workload.

  • key achievements

  • previous actions identified at the last supervision meeting

  • individual case/s which have been identified by the supervisee and  the supervisor


Learning and Development


This function is to encourage staff to reflect on their own performance, identify their own learning and development needs and develop plans or identify opportunities to address those needs.


Support


The role of staff working to keep children safe can sometimes be demanding and emotionally draining and requires resilience, determination and courage.  This function recognises this and offers opportunity to reflect on the impact of the work upon them and prevent issues adversely affecting them and their work.


Frequency of Supervision


There will be a minimum of two supervision sessions per year.


It should also be recognised that due to the pace of the work and change and the frequency of supervision, there may be times when staff have to check something out with a supervisor, obtain a decision or gain permission to do something before the next planned supervision session. This form of supervision is, of course, a normal and acceptable part of the staff/supervisor relationship.


Agenda and Structure


Both parties should agree the agenda items at the start of the session in order to make the most effective use of time. All supervision is recorded on the ‘record of supervision’ sheet (Appendix 5) where individual cases are discussed; any reference to this will be added to the child’s individual chronology. The record of supervision includes the discussion points, agreed actions, timescales and who is to undertake the action/s. Copies of the record will be available to both the supervisor and supervisee. The record will be signed and dated by both parties once the session has finished. If there is any disagreement as to the content of the record this will be recorded by the supervisor.


In the event that a supervision meeting has to be cancelled by either party, it will be re-scheduled at the point of cancellation. The session will be re-scheduled within 5 working days of the original date, where possible. In the event of the supervisor being absent for more than two weeks, it is the responsibility of the supervisee to report to the Chair of the committee for alternative arrangements to be made.


At the first supervision meeting an agreement should be made about :

  • the purpose of supervision

  • the frequency of supervision

  • the venue for meetings

  • the recording of supervision

  • the settings complaints process

The supervisee will be given a copy of this policy to read prior to the first supervision meeting taking place.


Confidentiality


Supervision is a private but not a confidential process. This means that the records are the property of the setting, not the individual. From time to time, the supervisor will need to discuss the content of the meeting with others. This should always be with the knowledge of the supervisee.

Access to supervision records should be controlled and should be locked away, due to the sensitive information which may have been discussed about individual children.


Appendix 5 – Record of Supervision Meeting

This Policy was adopted by Sparklers Pre-School

Signatory:

Lynn Mcmahon

Role of Signatory:

Pre-School Supervisor

Issue Date:

Under Review

Next Review Date:

Under Review

This Policy was approved by Sparklers Pre-School Committee

Signatory:

Role of Signatory: