Leadership and Management Articles

Are You Ready for Your Joint Observation? Observing Practice under the OfSTED Inspection Framework

Joint observations have now become a must under OfSTED’s early years inspection framework. Inspectors have found that evidence gained through the joint observations with senior staff is proving to be extremely valuable and has provided them with an excellent opportunity to assess how well leaders and managers monitor staff performance. So how do you go about preparing for the joint observation, and how do you reassure your staff?

October 16th, 2013

A Guide for EYPS Work-based Mentors

Ruksana Mohammed outlines an effective framework of support to EYPS candidates through the work-based mentor. Her suggestions, however, would be of great use to anyone supporting students on a variety of courses, for example Foundation Degrees, and the upcoming Early Years Teacher courses starting September 2013. Ruksana is the EYPS Programme Leader and a Lecturer in Early Childhood Studies at the University of East London.

April 25th, 2013

Being an EYP Change Agent

Ruksana Mohammed, EYPS Programme Leader at the University of East London, takes us through the demands of being an agent for change. ‘Agents for change’ or 'change agent' are normally the expressions associated with the role of EYPs. They are hands-on with children, and in positions where they can model good practice for others in the team in order to raise standards. EYPs are entrusted to identify what change is valuable, worthwhile and in need of improving, and to then lead the team on to better practice. The best way to describe a change agent is thinking about the EYP with a torch showing others the light in the dark!

January 21st, 2013

Being the ‘First Port of Call for all questions’

How do you keep up to date with changes in the sector? Kathy Brodie summarises the main information hubs for you.

August 3rd, 2012

Put yourself in their shoes: designing and delivering a training session that will work

As an EYP, a major part of your role will be to keep your team up to date with good practice. As part of this, you will be expected to design and deliver training sessions for practitioners. These may be whole staff briefings on subjects such as the EYFS or small group sessions about something particular to that age group, such as the nappy changing procedures. The common aspect will be that the practitioners should be better informed after the session than they were before it. Designing a training session from scratch can be very daunting. Unlike University, where you were given the topic parameters and expected contents, you will have to decide on the content and style of your own training session. With so much information out there, how do you decide what to include? And how can you effectively communicate that to your colleagues?

June 8th, 2012

Do Early Years Professionals make a difference to practice?

Can it really be six years ago that Early Years Professionals (EYPs) emerged? Through policy change in the UK in 2006, the government introduced major changes to the early years’ workforce, with the introduction of Early Years Professional Status (EYPS). This was an opportunity for graduate leaders to emerge within the early years’ workforce. Those from within the workforce, and those outside it, could undertake a period of education and training to become one of these graduate leaders in early years. Dr. Geraldine Davis, from Anglia Ruskin Unversity, was invited to investigate the impact of EYPS in Essex. The study is ongoing to 2013 and is part funded by Essex County Council. So far, Dr. Davis has undertaken research using questionnaires, interviews and focus groups, within a case study design. It is the initial findings from this research that she is keen to share with you here.

May 3rd, 2012

Exploring practitioners’ perspectives on ‘quality’ in early years services

Michelle Cottle is a senior lecturer in early childhood studies at the University of Roehampton. Her article discusses some of the issues that may shape early years practitioners’ understandings of ‘quality’ within the context of their particular settings. It draws on data from a project funded by the Economic and Social Research Council (2009). Michelle discusses the two distinct ways of understanding 'quality': as a locally-determined, changing and dynamic process for each individual setting, or as a static 'target', externally defined and imposed by statutory frameworks and regulations.

April 27th, 2012

<< prev - page 1 of 7 - next >>