I have at times read with interest on social media and heard on my travels, that providers believe that if they don’t undertake training then they will be penalised by Ofsted, with a few claiming that this was the reason they didn’t get Outstanding. To clarify, Ofsted do not require you to have undertaken face-to-face training.
I have said many times that language is important and that it is the term Continuous Professional Development (CPD) that should be used.
Training makes up only a small percentage of CPD. There are many other areas of CPD, including: reading research, journals, papers, blogs, visiting other settings, taking part in webinars, listening to podcasts and attending workshops, briefings and conferences. Training also includes connecting on social media chats, such as #EYTalking on Twitter, watching Facebook lives, inspirations from Pinterest and Instagram. It can even be watching a television documentary or listening to a radio broadcast. I’m sure there is […]
We had a successful #EYTalking session on Twitter on Tuesday 6th December 2016, on the theme of safeguarding, professionalism and reflection. One of the discussions was on supervision, linked to the wider continuum of safeguarding.
Since the EYFS 2012, I’ve delivered numerous supervision sessions around the country and have written two blogs on supervision. I’m passionate about supervision and its value, if carried out effectively, in supporting the well-being and welfare of educators and supporting safe practice within a setting, as well as the positive ripple effective on children’s holistic development.
A few of the comments that came up mentioned appraisals, and as we know this has not been a requirement in the EYFS since September 2014. My view is that as appraisals are no longer a requirement of registration, I question whether there is a need to still carry out appraisals when there are other ways to measure how staff perform throughout the year […]
I recently experienced a long train delay. The train was 30 minutes late and then proceeded to progress slowly along the tracks. Many passengers used colourful language to express their frustration although others, like myself, remained calm, with a c’est la vie attitude.
The situation reminded me of a psychology course that I was on over 25 years ago. The trainer cited an example of a fatal incident, where a passenger took their own life by jumping in front of a tube train. He said one passenger shouted: “How the f*** do I get to work now?” while another became violently sick on the platform. It made me think of how we all react differently to situations and events.
Within the workplace we can see how colleagues and parents react differently, for example, when receiving news or during an ‘incident’.
It’s helpful to know that we all react differently to the world around us, due to a number […]
For a while now, I have been reflecting on what we in the sector mean by the term ‘positive relationships’ and its impact on interactions between children and practitioners. With this in mind, my thoughts are on whether we should change the term to ‘personal relationships’ and more importantly how we should look at personal relationships between the practitioner and child in our day-to-day practice?
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 […]