Northumberland
Northumberland Developing leadership skills in early years settings
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Developing quality through leadership: Action research in private, voluntary and independent early years settings
Northumberland Developing leadership skills in early years settings Northumberland is a large authority with many small, isolated, rural community facilities providing integrated childcare and education. Leaders and managers often experience difficulties in acquiring the skills required for effective leadership. The focus for our project was on developing leadership and management skills in isolated, rural settings. Practitioners had identified the need for leadership and management training and an audit of qualifications had highlighted the lack of leadership qualifications within the early years and childcare workforce. Settings were selected to represent the range of provision within the non-maintained early years sector. The six settings were two rural pre-schools, two rural neighbourhood nurseries (soon to become children’s centres) and two day nurseries.
What did we do? The aims of our project were: ■
to devise a high quality framework for early years settings;
■
to develop the leadership qualities required to promote effective working with staff, children and their families resulting in high quality sustainable provision for 0–5-year-olds;
The provision of broadband Internet access has encouraged the sharing of good practice between settings. As one leader said; ‘We relied on a mobile phone in the setting. Having a phone line AND the Internet has really improved the access we have to online resources. I am finding it really useful when I want to contact other settings. You don’t worry about interrupting them like you do if you use the
to develop a networking structure, involving the use of ICT, across a rural authority to support managers in developing leadership roles through reflective practice;
phone. It’s useful because we have started sharing useful
■
to support leaders in promoting and implementing seamless provision for 0–5-year-olds;
Developing leadership skills
■
to develop a package of leadership and management training materials.
■
The leaders were asked to identify their training needs, and appropriate training was provided. They were also asked to undertake the level 5 qualification, Diploma in Management Development, being offered through the University of Northumbria. Three experienced managers from other settings were identified to act as mentors. All six project settings were given a laptop and a year’s free broadband Internet connection, providing access to online resources and opportunities for networking.
What did we achieve?
websites.’
Leaders all found that the training course, and achieving a qualification in leadership, really helped them to develop in leading their settings. They were informed about the theory of leadership and management and were given the opportunity to reflect on their own skills and areas for development. They now feel able to: ■
delegate more effectively;
■
identify and use the skills of individual team members;
■
be more assertive and feel more knowledgeable;
■
act in a more businesslike manner, especially in relation to financial and staffing issues;
■
manage conflict and change in a more productive manner.
For the leaders
‘I sometimes struggle with implementing new ideas as
Networking
The course helped me to understand why I had to tackle
The opportunity to network with other leaders and providers has been a very positive outcome for all involved. Networking has taken place at training sessions, visits to other settings, through the support of a mentors and also by means of the ICT equipment provided as part of the project.
this with the team and not take resistance personally.’
Northumberland: Developing leadership skills in early years settings Primary National Strategy
the staff don’t always recognise the need for change.
00018-2007LEF-EN © Crown copyright 2007
‘The changes we have made have improved the service we provide for the children and their families.’
For the staff The development of the leaders’ confidence in managing their staff teams has been noticed by staff in the settings. They are able to share and implement their vision with the team as well as delegate further. They are helping staff to reflect on their general practice and this is raising standards and improving practice in the settings. Communication has been improved within staff teams. Better management is having a positive effect. ‘I manage the staff better, which means that they feel more valued and this empowers them to achieve their potential.’
‘We are not afraid to make bold choices or try new things.’
For the children and parents Participating in the pilot has had an impact on the provision for children and parents within the settings. The opportunity to look at change positively is helping to improve practice. Leaders are more confident and assertive, able to communicate more freely with parents and other professionals, ensuring that the needs of the children are at the forefront of their thinking.
In one area of the county many children attend several settings in the local network: there is now consistency of planning across the network to ensure continuity of provision for children and parents. ‘Being more assertive has had a knock-on effect on the staff too and has enabled us to develop their strengths and use them.’
For the local authority The LA Early Years adviser said: ’I have personally seen the leaders of these settings grow and blossom. As an LA we have provided a range of good quality basic childcare courses but there has been a gap in what we have provided on leadership and management. Our leaders chosen for the project cover a range of small playgroups to bigger settings involved in becoming children’s centres. In Northumberland we now see training on leadership as really important for all our settings to access and we are developing the training we devised for this project into work-based accredited training with the University of Northumbria.’
The high quality framework Northumberland’s Foundation Stage consultants and Early Years adviser, with contributions from leading leaders and managers, have met to develop a shared understanding of quality. They have agreed the format of the document that is to be produced. A working party comprising leaders and managers from a variety of settings has been set up to begin working on the framework. The high quality framework will be trialled in the six pilot settings.
‘There is better delegation, which has impacted on the provision for the children, for example, in the learning environment. My approach now is to challenge it and change it and we are moving away from focusing on “activities” to looking more holistically at what we provide for the children.’
00018-2007LEF-EN
Northumberland: Developing leadership skills in early years settings
© Crown copyright 2007
Primary National Strategy
What next? We are pleased that our LA now sees leadership and management as an essential element of our core training programme.
Challenge: Finalise high quality framework and introduce in settings.
Possible solutions: Continue working group developing high quality framework.
Challenges and solutions
Continue work with ICT training.
The use of mentors to support the leaders in the pilot was not as successful as we first anticipated, partly due to the mentors not receiving training initially and the strong networking making the leaders in the project feel that they did not need mentors. This issue has now been addressed.
Continue working group developing high quality framework. We are glad that recognition is being given to leadership and management training nationally as we are aware of the huge impact this can have on outcomes for children.
Challenge: Mentor system not as successful as first anticipated.
On the CD-ROM you will find:
Possible solution: Six leaders from the project settings attend training and become mentors to other leaders.
■
Northumberland: Case study
■
Northumberland: Leadership training programme
■
Northumberland: Mentoring agreement
Challenge: To ensure that the project can continue.
■
A copy of this leaflet
Possible solutions: ■ Seek accreditation for programme of leadership and management training established through the project. ■
Explore access to funding to enable a diversity of training across Northumberland.
■
Continue work with ICT training.
Contact: Lead Foundation Stage Consultant | Northumberland Early Years and Childcare Service | Hepscott Park Morpeth | Northumberland | NE61 6NF Tel: 01670 534020 | Fax: 01634 534366
Northumberland: Developing leadership skills in early years settings Primary National Strategy
00018-2007LEF-EN © Crown copyright 2007
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Developing quality through leadership: Action research in private, voluntary and independent early years settings
Northumberland Developing leadership skills in early years settings Northumberland is a large authority with many small, isolated, rural community facilities providing integrated childcare and education. Leaders and managers often experience difficulties in acquiring the skills required for effective leadership. The focus for our project was on developing leadership and management skills in isolated, rural settings. Practitioners had identified the need for leadership and management training and an audit of qualifications had highlighted the lack of leadership qualifications within the early years and childcare workforce. Settings were selected to represent the range of provision within the non-maintained early years sector. The six settings were two rural pre-schools, two rural neighbourhood nurseries (soon to become children’s centres) and two day nurseries.
What did we do? The aims of our project were: ■
to devise a high quality framework for early years settings;
■
to develop the leadership qualities required to promote effective working with staff, children and their families resulting in high quality sustainable provision for 0–5-year-olds;
The provision of broadband Internet access has encouraged the sharing of good practice between settings. As one leader said; ‘We relied on a mobile phone in the setting. Having a phone line AND the Internet has really improved the access we have to online resources. I am finding it really useful when I want to contact other settings. You don’t worry about interrupting them like you do if you use the
to develop a networking structure, involving the use of ICT, across a rural authority to support managers in developing leadership roles through reflective practice;
phone. It’s useful because we have started sharing useful
■
to support leaders in promoting and implementing seamless provision for 0–5-year-olds;
Developing leadership skills
■
to develop a package of leadership and management training materials.
■
The leaders were asked to identify their training needs, and appropriate training was provided. They were also asked to undertake the level 5 qualification, Diploma in Management Development, being offered through the University of Northumbria. Three experienced managers from other settings were identified to act as mentors. All six project settings were given a laptop and a year’s free broadband Internet connection, providing access to online resources and opportunities for networking.
What did we achieve?
websites.’
Leaders all found that the training course, and achieving a qualification in leadership, really helped them to develop in leading their settings. They were informed about the theory of leadership and management and were given the opportunity to reflect on their own skills and areas for development. They now feel able to: ■
delegate more effectively;
■
identify and use the skills of individual team members;
■
be more assertive and feel more knowledgeable;
■
act in a more businesslike manner, especially in relation to financial and staffing issues;
■
manage conflict and change in a more productive manner.
For the leaders
‘I sometimes struggle with implementing new ideas as
Networking
The course helped me to understand why I had to tackle
The opportunity to network with other leaders and providers has been a very positive outcome for all involved. Networking has taken place at training sessions, visits to other settings, through the support of a mentors and also by means of the ICT equipment provided as part of the project.
this with the team and not take resistance personally.’
Northumberland: Developing leadership skills in early years settings Primary National Strategy
the staff don’t always recognise the need for change.
00018-2007LEF-EN © Crown copyright 2007
‘The changes we have made have improved the service we provide for the children and their families.’
For the staff The development of the leaders’ confidence in managing their staff teams has been noticed by staff in the settings. They are able to share and implement their vision with the team as well as delegate further. They are helping staff to reflect on their general practice and this is raising standards and improving practice in the settings. Communication has been improved within staff teams. Better management is having a positive effect. ‘I manage the staff better, which means that they feel more valued and this empowers them to achieve their potential.’
‘We are not afraid to make bold choices or try new things.’
For the children and parents Participating in the pilot has had an impact on the provision for children and parents within the settings. The opportunity to look at change positively is helping to improve practice. Leaders are more confident and assertive, able to communicate more freely with parents and other professionals, ensuring that the needs of the children are at the forefront of their thinking.
In one area of the county many children attend several settings in the local network: there is now consistency of planning across the network to ensure continuity of provision for children and parents. ‘Being more assertive has had a knock-on effect on the staff too and has enabled us to develop their strengths and use them.’
For the local authority The LA Early Years adviser said: ’I have personally seen the leaders of these settings grow and blossom. As an LA we have provided a range of good quality basic childcare courses but there has been a gap in what we have provided on leadership and management. Our leaders chosen for the project cover a range of small playgroups to bigger settings involved in becoming children’s centres. In Northumberland we now see training on leadership as really important for all our settings to access and we are developing the training we devised for this project into work-based accredited training with the University of Northumbria.’
The high quality framework Northumberland’s Foundation Stage consultants and Early Years adviser, with contributions from leading leaders and managers, have met to develop a shared understanding of quality. They have agreed the format of the document that is to be produced. A working party comprising leaders and managers from a variety of settings has been set up to begin working on the framework. The high quality framework will be trialled in the six pilot settings.
‘There is better delegation, which has impacted on the provision for the children, for example, in the learning environment. My approach now is to challenge it and change it and we are moving away from focusing on “activities” to looking more holistically at what we provide for the children.’
00018-2007LEF-EN
Northumberland: Developing leadership skills in early years settings
© Crown copyright 2007
Primary National Strategy
What next? We are pleased that our LA now sees leadership and management as an essential element of our core training programme.
Challenge: Finalise high quality framework and introduce in settings.
Possible solutions: Continue working group developing high quality framework.
Challenges and solutions
Continue work with ICT training.
The use of mentors to support the leaders in the pilot was not as successful as we first anticipated, partly due to the mentors not receiving training initially and the strong networking making the leaders in the project feel that they did not need mentors. This issue has now been addressed.
Continue working group developing high quality framework. We are glad that recognition is being given to leadership and management training nationally as we are aware of the huge impact this can have on outcomes for children.
Challenge: Mentor system not as successful as first anticipated.
On the CD-ROM you will find:
Possible solution: Six leaders from the project settings attend training and become mentors to other leaders.
■
Northumberland: Case study
■
Northumberland: Leadership training programme
■
Northumberland: Mentoring agreement
Challenge: To ensure that the project can continue.
■
A copy of this leaflet
Possible solutions: ■ Seek accreditation for programme of leadership and management training established through the project. ■
Explore access to funding to enable a diversity of training across Northumberland.
■
Continue work with ICT training.
Contact: Lead Foundation Stage Consultant | Northumberland Early Years and Childcare Service | Hepscott Park Morpeth | Northumberland | NE61 6NF Tel: 01670 534020 | Fax: 01634 534366
Northumberland: Developing leadership skills in early years settings Primary National Strategy
00018-2007LEF-EN © Crown copyright 2007
