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Professional Boundaries

An interesting Social Media post came up on my timeline:

“Question from a member: I would like to know what people would do if a member of staff began a romantic relationship with a parent of a child who is one of their key children; parents only separated very recently (within the last 4 weeks) and mom is totally unaware of the situation. Thank you.”

I was intrigued and concerned that a few commented that they felt it was fine for a member of staff to enter into a sexual relationship with a parent from the setting. I have had over 30 years’ experience working within Early Years, in a variety of roles, and I also work as an expert witness. I have seen where negative organisational behaviour of a setting can have a lasting damaging impact, and, more importantly, can fail to keep children and their families safe and protect them from harm.

Safeguarding and protecting children […]


All about professional development…

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 […]